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English Proficiency II – Quiz 1

We have been learning about English Proficiency II for four meetings. This time, I am going to have a Quiz for you. This quiz can be used as the evidence of your presence on our fifth meeting and it is also used to see how far you have understood about the relationship between English Proficiency, Adult Education, and the concept of English Language Learners.

Additional Information

If you need to add a few more readings on English Proficiency, the following books are recommended for your readings. You can click the following links:

Please also remember that the context of our class is geared toward the notion of EFL, or English as a Foreign Language. As we all know and notice, Indonesia views English as in the sense of English as a Foreign Language. Therefore, please bear in mind that constructing your views within this notion is important.

Quiz 1 Instruction

Please read the following passage in the form of a screenshot:

Guiding Principles of Adult English Language Learners Proficiency

The above figure was a screenshot of the following book:

U.S. Department of Education, Office of Career, Technical and Adult Education. English Language Proficiency Standards for Adult Education, with Correspondences to College and Career Readiness Standards for English Language Arts and Literacy, and Mathematical and Science Practices. Washington: American Institute for Research, October 2016, p. 8.

After you read the above passage, then now it is your turn to select one point from ten points of the guidelines.

After that, you need to explain in your own words what does it mean with the point that you selected. Your explanation can be written in the comment section below. The length of your explanation should be only one paragraph, but the paragraph needs to have more than five sentences.

For example:

I choose point 4: “Social language has an important role in ELL’s English Language acquisition process”. The point means that an individual English language learner involves many aspects. He or she is also influenced by the social circumstances where he or she lives. Language acquisition process happens when a person learns a new language, such as English. In Indonesia, English is considered as a foreign language, so the process of acquiring this language is different from students who study English in Singapore or Japan. The social language, which is like that in the Minangkabau region, impacts the way a student acquire English. Therefore, point 4 of the Guiding Principles above clearly informs us that considering social language when acquiring a language is undeniable.

Also, your explanation is your work alone. Copying from other sources is considered an intellectual crime.

The deadline for this quiz 1 is March 30, 2019, at 11:59 pm. Good Luck!

(Your explanation should be written in the following comment section below)

242 thoughts on “English Proficiency II – Quiz 1”

ESSAY UTS
Adult ELLs represent a diverse population of learner. it means that, English language learners are a diverse group of students, with different language, academic, and social-emotional needs. There are some diverse population of learners such as, students come from diverse school experience, and students are also likely to come from different motivation.
Learner come from diverse school experience. Adult who study between formal and non-formal institutions have different English skills even though they are equally fluent in English. There is diversity between each student. Those who occupy the school have wider language experience than none at all. They can still speak English but don’t master it. So that, school experience is very important for adults and determine that they have enough to master it.
Learner are also likely to come from different motivation. Motivation is extremely important for adult to improve their English skill. Some adults who have great motivation in learning English. They will find ways to learn better and they are easier to master the language. It is really different from those who lack motivation. They will be more challenges to achieve their goals, to advance their studies and to be successful users of the language. So that, adult language learner should find the greatest ways of motivating themselves.
In can be concluded, population of learners are come from diverse school experience, learner are also likely to come from different motivation. However, adult English Language have the same opportunity to increase their ability to learn English and they can develop various ways to improve their skill.

I choose poiny 4: Social language has an important role in ELLs English language acquisition process, language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills. It may take between seven to ten years to reach advanced fluency. It is very important to note that every EEL students comes with his or her own unique language and education background, and this will have an impact on their learning process.

Essay UTS
“Social language has an important role in ELLs English language acquisition process”. The point mean that the learning a language, know as language acquisition, is domething that every child does succesfully with in a few years. Language acquisition is in itself the development by which humans acquire the ability to perceive, produce and use words to understand and commute.

Language acquisition seem to be easy for children. For example they need to be taught thr complex rules of language, but it is far from easy from a student. Social language involves three major communication skills and comes in to play from the moment. The rule governing social language vary based on many factors including the listeners,culture and age. As a result, a child who has difficulty recognizing and following social language rules will be less efficient.

Essay UTS
ELLs with disabilities have specific instructional needs”. the point means that the spesific instructional needs are very important for people with disabilities. Because, english language education is very influential on language skills for people with disabilities. In the world of education there is no limited for learning. All people who live in the world have the same rights to get welfare in their lives but until now many obtacles have been experienced by people with disabilities. In an educational environment that still has difficulties in achieving its goals.
The efforts of government and society are urgently needed to help people with disabilities to get equality and opportunities to achieve higher education. They must guide better, to attract interest for people with disabilities in learning english. Generally, the people with disabilities get access to spesific education for people with disabilities in extraordinary schools and to get rehabilitation assistance to develop their talents and abilities.
The most people still consider that people with disabilities don’t need school, this opinion is very incorrect because with the existence of schools for those who have spesific needs don’t experience severe ignorance. If people with disabilities don’t have access to proper education and everyone thinks the same that school are not needed it will make peolpe with disabilities low in knowledge.
They need motivation in learning english, in increasing motivation in communicating in learning english not only get help in learning but facilities must be adequate, so that people with disabilities are better able to interact and communicate easily. Therefore, spesific instructional needs has an important role to people with disabilities and given more attention especially in ELLs

The point means that the spesific instructional needs are very important for people with disabilities. Because, english language education is very influential on language skills for people with disabilities. In the world of education there is no limited for learning. All people who live in the world have the same rights to get welfare in their lives but until now many obtacles have been experienced by people with disabilities. In an educational environment that still has difficulties in achieving its goals.

The efforts of government and society are urgently needed to help people with disabilities to get equality and opportunities to achieve higher education. They must guide better, to attract interest for people with disabilities in learning english. Generally, the people with disabilities get access to spesific education for people with disabilities in extraordinary schools and to get rehabilitation assistance to develop their talents and abilities.

The most people still consider that people with disabilities don’t need school, this opinion is very incorrect because with the existence of schools for those who have spesific needs don’t experience severe ignorance. If people with disabilities don’t have access to proper education and everyone thinks the same that school are not needed it will make peolpe with disabilities low in knowledge.

They need motivation in learning english, in increasing motivation in communicating in learning english not only get help in learning but facilities must be adequate, so that people with disabilities are better able to interact and communicate easily.

Therefore, spesific instructional needs has an important role to people with disabilities and given more attention especially in ELLs

Essay UTS
ELLs with disabilities have specific instructional needs”.
The spesific instructional needs are very important for people with disabilities. Because, english language education is very influential on language skills for people with disabilities. In the world of education there is no limited for learning. All people who live in the world have the same rights to get welfare in their lives but until now many obtacles have been experienced by people with disabilities. In an educational environment that still has difficulties in achieving its goals.
The efforts of government and society are urgently needed to help people with disabilities to get equality and opportunities to achieve higher education. They must guide better, to attract interest for people with disabilities in learning english. Generally, the people with disabilities get access to spesific education for people with disabilities in extraordinary schools and to get rehabilitation assistance to develop their talents and abilities.
The most people still consider that people with disabilities don’t need school, this opinion is very incorrect because with the existence of schools for those who have spesific needs don’t experience severe ignorance. If people with disabilities don’t have access to proper education and everyone thinks the same that school are not needed it will make peolpe with disabilities low in knowledge.
They need motivation in learning english, in increasing motivation in communicating in learning english not only get help in learning but facilities must be adequate, so that people with disabilities are better able to interact and communicate easily.
Therefore, spesific instructional needs has an important role to people with disabilities and given more attention especially in ELLs

Essay uts
ELLs have diverse cultural and educational background with a wide range of knowledge related to any particular topic. At the secendary level, there may be students with a high level of acadrmic schooling in their native language.
There also may be students who have experience interrupted formal schooling or there may be students with litle or no academic schooling. Just as there is no one kind of students, there is no one kind of ELLs students, so educators must determine how to adjust materials and intruction for each ELLs student.

I choose point 4 : “Social language has an important role in ELLs’ English language acquisition process.”
In order to acquire English, adult English learners need to involve in an active social English learning. Adult ELLs will easily absord various vocabularies if the social language is supported enough. Beside that, adult ELLs can maintain their motivation in learning English because they are inspired by people around them. They also can correct each other when they are making mistakes in speaking or writing in English. Therefore social language learning is very important in acquisition process.

Essay (mid test)
Social language of English In Indonesia as an EFL country

In order to acquire English, adult English learners need to involve in an active social English learning. Adult ELLs will easily absord various vocabularies if the social language learning is supportive. Beside that, adult ELLs can maintain their motivation in learning English because they are inspired by people around them. They also can correct each other when they are making mistakes in speaking and writing in English. Therefore, social language is very important in acquition process.

The existance of social English learning is an issue for an EFL country like Indonesia. Indonesians view English as a foreign / international language that is taught in schools. Unfortunately, we cannot see the use of English is spreading in all schools in Indonesia. Some educational institusions are very behind in using English, especially the schools in the village. Many areas of Indonesia still have broken social English learning and enviroment.

To solve the above problem, we need to consider “social language” as one of the guiding principals in learning English. Some ways to create social language of English In EFL countries are: join English study groups, make an English days, join English competitions, engange in online English discussions, apply for scholarships abroad, etc. We just have to put some great efforts and take few more times to create “social language” and find people to practice our English with in Indonesia.

Essay UTS
It means that Social language is habitual that is used as a tool in everyday for nteractions with others. This includes what we say, how we say it, our non-verbal communication (eye contact, facial expressions). And how precise our interactions are in certain situations.
Social language is related to the process of acquiring a thing that can be used as a communication tool between people. Basically, every human being is equipped with tools in mastering a language (LAD)
The ability to understand language is obtained through environmental stimuli that take place with habits that occur in the surrounding life
Once the acquisition of a foreign language can be obtained through the habits that occur before, so that it will help in the process of speaking in English, for example in the parent language we already know an object that has a name this will help us to obtain foreign languages ​​(English) with the same meaning but have different pronunciation methods and languages. Furthermore The pronunciation between mother tongue and English is clearly different, so that the provision of social language owned will help the process of acquiring English which will result in a variety of language understandings.

essay UTS
I choose point number 4..
It means that Social language is habitual that is used as a tool in everyday for nteractions with others. This includes what we say, how we say it, our non-verbal communication (eye contact, facial expressions). And how precise our interactions are in certain situations.
Social language is related to the process of acquiring a thing that can be used as a communication tool between people. Basically, every human being is equipped with tools in mastering a language (LAD)

The ability to understand language is obtained through environmental stimuli that take place with habits that occur in the surrounding life
Once the acquisition of a foreign language can be obtained through the habits that occur before, so that it will help in the process of speaking in English, for example in the parent language we already know an object that has a name this will help us to obtain foreign languages ​​(English) with the same meaning but have different pronunciation methods and languages. Furthermore The pronunciation between mother tongue and English is clearly different, so that the provision of social language owned will help the process of acquiring English which will result in a variety of language understandings.

REZHA SILVIA
ESSAY UTS
Critical issues and challenges as well as recommendations to improve the education of ELLs with special needs
have been discussed, including assessment and identification, teacher preparation and professional development, and
legal and policy issues. Recommendations for teachers about assessment, RTI, and collaborating with all
stakeholders were also discussed. Following the recommendations will likely lead to an acceptable curriculum and
enriched educational context for ELLs with special needs.
Identification and assessment procedures must not be biased and discriminatory. Given that there are growing
concerns about inappropriate referrals of ELLs to special education as well as a disproportionate representation of
ELLs within special education, it should be noted that teaches of ELLs with disabilities urgently need guidance on
how to best identify, assess, and support the learning needs of ELLs with special needs. Moreover, educators should
be careful in identifying whether students’ academic problems derive from second language acquisition or cognitive
skills required to perform successfully.
Also, special education assessment personnel need to explore new avenues for working with children with
unique cultural and linguistic characteristics, considering limited English proficiency and observing students in
enriched and effective instructional contexts to understand from where their problems originated. To improve
programs and services for ELLs with special needs, general and special educators, policy makers, and researchers
also need to overcome barriers embedded in general and special education settings to help ELLs with special needs gain access to general education. In addition, it is important that all educators and parents of ELL students, who are
involved in educating ELLs with special needs, work collaboratively in order to help ELLs get better outcomes in
schools. The challenges of educating ELLs with special needs can be overcome by providing culturally and
linguistically appropriate assessments and interventions compatible with students’ individual needs. By building on
the existing cultural and linguistic knowledge of their ELL students with special needs, educators can work towards
access to and success in general education settings.

ESSAY UTS
I choose point number 4
social language has an important role in ELLs’ English language acquisition process. It means that Social language is habitual that is used as a tool in everyday for nteractions with others. This includes what we say, how we say it, our non-verbal communication (eye contact, facial expressions). And how precise our interactions are in certain situations.
Social language is related to the process of acquiring a thing that can be used as a communication tool between people. Basically, every human being is equipped with tools in mastering a language (LAD)

The ability to understand language is obtained through environmental stimuli that take place with habits that occur in the surrounding life
Once the acquisition of a foreign language can be obtained through the habits that occur before, so that it will help in the process of speaking in English, for example in the parent language we already know an object that has a name this will help us to obtain foreign languages ​​(English) with the same meaning but have different pronunciation methods and languages. Furthermore The pronunciation between mother tongue and English is clearly different, so that the provision of social language owned will help the process of acquiring English which will result in a variety of language understandings.

I choose point no 4: “social language has an important role in ELLs’ English language acquisition process. It means that Social language is habitual that is used as a tool in everyday for nteractions with others. This includes what we say, how we say it, our non-verbal communication (eye contact, facial expressions). And how precise our interactions are in certain situations.
Social language is related to the process of acquiring a thing that can be used as a communication tool between people. Basically, every human being is equipped with tools in mastering a language (LAD)

The ability to understand language is obtained through environmental stimuli that take place with habits that occur in the surrounding life
Once the acquisition of a foreign language can be obtained through the habits that occur before, so that it will help in the process of speaking in English, for example in the parent language we already know an object that has a name this will help us to obtain foreign languages ​​(English) with the same meaning but have different pronunciation methods and languages. Furthermore The pronunciation between mother tongue and English is clearly different, so that the provision of social language owned will help the process of acquiring English which will result in a variety of language understandings.

Ell’s adult knowledge is a source for their learning which means that adult Ells’ knowledge has an important influence on their mindset, how they interact, learn to improve their knowledge and patterns of language. As a language learner we are equally aware of the importance of Ells’ adult knowledge in the everyday language learning process. If ELL can choose the right environment that uses the same ELLS adult knowledge and has the same goals to improve mastery of English, so that it can be easily achieved because they are accustomed to saying, listening and seeing.
However, if ELL chooses an environment that does not use the same adult ELLS knowledge, it will make it difficult for them to improve their mastery of English.

Essay UTS
social language has an important role in ELLs english language acquisition process” the point means that the social language can give influence for english learners so much. Why? Becouse from the social language we can see the quality of that language learners. When the ELLs are surrounded by the people who use the same language exactly english language it makes them easily to improve their ability in english language acquisition process. So that the ELLs must choose their social language that appropriate with them.
If the ELLs can choose the right environment that use the same social language and have the same goal to increas english language acquisition, so it can be easily achieved becouse they are accustomed to say,listen and see.
But, if the ELLs choose the environment that does not use the same social language, it will make difficult for them to increas their english language acquisition. Maybe even their abilities in english can diminish or may can disappear becouse they are lack of practice or just practice without any feedback from others.
Becouse of that, the social language has an important role in ELLs english language acquisition process.

I choose point 8: “ELLs with disabilities have specific instructional need”. the point means that with their disability, they have difficulties in learning English as a second laguage. the teacher havee to treat the students specially, to attract their interest in learning English.inteaching the students, the teacher needs to use specific media, management, and everything that will help the students in learning English. the specific instructional need, has a big role to help students in learning English as a foreign language.

I choose point 8: “ELLs with disabilities have specific instructional need”. the point means that with their disability, they have difficulties in learning English as a second laguage. the teacher havee to treat the students specially, to attract their interest in learning English.inteaching the students, the teacher needs to use specific media, management, and everything that will help the students in learning English. the specific instructional need, has a big role to help students in learning English as a foreign language.

God creates many people with different abilities. He creates a few disabilities people. Every people have to learn, including English. Disabilities students have to learn English, with specific instructional needs. It means that in learning, they have to use specific tools to help their understanding in learning English.

Using braille book is one of many tools that will help disabilities students in learning, especially for blind students or students who can see. So, in reading or writing they can use braille book. For deaf students, or students who can hear, they can use hearing tool to help them in listening what the teacher say, And help them in improving their listening skill. To deaf and dumb students, the teacher have to teach English by using sign language. Things things help disabilities students in learning English. So, they can get the knowledge just like other students.

It can be concluded that disabilities students can learn English well if the teacher uses the tools that help students in learning well. These tools are easy to get, and not too expensive. So, the students can buy and use the tools. Because, every people have to learn, and there are many tools in learning that can be use to help students in learning.

I choose point no 4: “social language has an important role in ELLs’ English language acquisition process”.The use of English in every country will be greatly influenced by the local characteristics . The application of English in other countries is influenced by local languages, which are not the same as accents or American Style and British Style accents, and that is legitimate and acceptable. Language conversations have been mixed with social languages ​​so that they can accommodate local languages ​​in enriching vocabulary and can increase flexibility in international communication.

I choose point 8 :”ELLs with disabilities have specific instructional needs”. The point means that an persons with disabilities or children with special needs are a challenge for teachers and the government itself. a teacher must provide learning strategies according to their needs through a more approach. schools must also provide focused services according to children’s needs in line with the development of child psychology.

ESSAY UTS
its mean Learning methods in ABK are ways that teachers use to deliver materials that have been designed for students who have Special Needs or people with disabilities.
It is very important in choosing teaching strategies and methods in teaching children with special needs. For that a teacher must be able to choose the most effective teaching strategies and methods for children with special needs. From the discussion that has been presented, the learning method used in teaching children with special needs is the method of communication, task analysis, direct intruction, and Prompts.
In its delivery, a teacher must deliver one by one to each student because in the class there are several students with different disabilities.
Education with special needs adheres to the principles of healthy pedagogy that can benefit all children. Various conditions of children with all the differences are normal and therefore learning must be adapted to the needs of children, not children who are adapted to the speed and nature of the learning process. Child-centered learning will be more effective and beneficial for all parties, especially for children as a whole.

I choose point 7: “Scaffolding is an essential tool to facilitate ELL’S acquisition of language and content”.
Scaffolding means providing the students to appropriate assistance for them to learn on their own. English Language Learners can engage in high-level cognitive tasks as long as we provide the appropriate scaffolding. Scaffolding is more critical for English language learners because ELL didnt use English from the birth or when they started school. They dont know the concepts that the teachers expect them to know. So, it is important to understand the concept, and they can scaffold up in their understanding of that concept to fit in with experiences of their own. So they can understand the concept at higher level.

Essay UTS
“Adult ELLs with disabilities have specific intructional needs”. The point mean that person with disabilities have a position, rights and obligations like those of non-disabled people. as part of the Indonesian state, it is appropriate for persons with disabilities to get special treatment in the field of education, and every school must have a teaching curriculum in accordance with the conditions and abilities of students with disabilities, in teaching English to students with disabilities.
teachers must have the ability and patience in dealing with the behavior of students with disabilities, persons with disabilities must also master the world of languages such as ELLS, for that disability should not be an obstacle for persons with disabilities the right to life and the right to defend their lives, persons with disabilities also have dreams and ideals like non-disabled people, behind someone’s imperfection they also have extraordinary abilities, they also want to live and achieve success.

Seeing the increasing number of disabled children who do not get good media education, they are often not found and become great inventors. The learning curriculum must be given clearly and specifically for education outside of special schools.
Instead, this education must also provide free so that people with different abilities can compete with other countries. There is still a need for education that must be done even without government assistance, and the discrimination experienced by it is increasingly encouraged to fight harder to achieve the highest education.

The government must provide open spaces for people with disabilities to be able to get appropriate education so that they can open bridges for the community in the future. And create a new generation with inventions that don’t yet exist.

Scaffolding makes it possible to provide the students to appropriate assistance for them to learn on their own. A number of practical strategies and tasks can be used to provide rigorous, deep, challenging and responsible education to students who need to develop conceptually, academically and linguistically.

The linguists argue that language is involved in almost everything we do, and whenever we use language there is a context, or, to be more precise, two kinds of context.

First, a context of culture: speakers within a culture share particular assumptions and expectations so that they are able to take for granted the ways in which things are done. Knowing how to greet someone, how to order a meal in a restaurant, how to participate in a class, or how to write a business letter are examples of this kind of cultural knowledge. While cultures may share many common purposes for using language, how these things actually get done varies from culture to culture.

A second kind of context is the context of situation, the particular occasion on which the language is being used. One of the most fundamental features of language is that it varies according to the context of situation.

I choose point 8. “Adult ELLs with disabilities have specific intructional needs”. The point mean that person with disabilities have a position, rights and obligations like those of non-disabled people. as part of the Indonesian state, it is appropriate for persons with disabilities to get special treatment in the field of education, and every school must have a teaching curriculum in accordance with the conditions and abilities of students with disabilities, in teaching English to students with disabilities.
teachers must have the ability and patience in dealing with the behavior of students with disabilities, persons with disabilities must also master the world of languages such as ELL’s, for that disability should not be an obstacle for persons with disabilities the right to life and the right to defend their lives, persons with disabilities also have dreams and ideals like non-disabled people, behind someone’s imperfection they also have extraordinary abilities, they also want to live and achieve success,

Essay UTS
“Adult ELLs with disabilities have specific intructional needs”. The point mean that person with disabilities have a position, rights and obligations like those of non-disabled people. as part of the Indonesian state, it is appropriate for persons with disabilities to get special treatment in the field of education, and every school must have a teaching curriculum in accordance with the conditions and abilities of students with disabilities, in teaching English to students with disabilities.
teachers must have the ability and patience in dealing with the behavior of students with disabilities, persons with disabilities must also master the world of languages such as ELLS, for that disability should not be an obstacle for persons with disabilities the right to life and the right to defend their lives, persons with disabilities also have dreams and ideals like non-disabled people, behind someone’s imperfection they also have extraordinary abilities, they also want to live and achieve success.

Seeing the increasing number of disabled children who do not get good media education, they are often not found and become great inventors. The learning curriculum must be given clearly and specifically for education outside of special schools.
Instead, this education must also provide free so that people with different abilities can compete with other countries. There is still a need for education that must be done even without government assistance, and the discrimination experienced by it is increasingly encouraged to fight harder to achieve the highest education.

The government must provide open spaces for people with disabilities to be able to get appropriate education so that they can open bridges for the community in the future. And create a new generation with inventions that don’t yet exist.

I choosed No. 8. ELL with disabilities have specific instructional needs. There are several ways that can be done to help ELL with this disability. First, an educational institute or we call it a university, must pick up prospective students to enter the selection process. Furthermore, there is a companion for ELL students with this disability. Like, ELL is deaf, so you should provide a sign language interpreter and translator. Then, there are facilities to support learning such as a screen reader for ELL blind people, a device used to convert digital documents into sound forms. All of that will greatly help ELL with disabilities to understand the language he is learning.

mid term test.
The eighth point tells us how important of specific instructional needs for ELLs with disabilities.
As we see, disabilities people have something different with other, such as in communication. They usually have other way to communicate with someone, it can be sign language, etc. As well as communication, in learning, disabilities also need something unique way to understand materials than others. They have specific instructional needs based on their need.
Base on an article (https://www.disabled-world.com/info/menu.php), Disability can be broken down into a number of broad sub-categories, which include the following 8 main types of disability. They are ; Mobility and Physical,Impairments, Spinal Cord Disability, Head Injuries (TBI) – Brain Disability, Vision Disability, Hearing Disability, Cognitive or Learning Disabilities, Psychological Disorders, Invisible Disabilities.
The kind of disabilities above tell us that disabilities have different needs. So that, specific instructional needs to disabilities are very important in learning process based on what they need. If we think that it’s not important, if we do not pay attention about it and do not give them specific instructional, they will never understand the material in learning process.
in learning process, teacher have to know what their students need, what can make students more understand about the topic. So, teachers can give suitable specific instructional with students, and the students can receive new knowledge from teacher no matter they have disabilities.

I choose point 8. “ELLs with disabilities have specific instructional needs”. The point means that The people with disabilities often get difficulty handling in education. ELL with disabilities has special needs “. that is, special assistance in the sense of making it easier for people with disabilities to learn English or the existence of equality. education is very important for everyone.

the eighth point tells us that people with disabilities need something special, they need something normal (in terms of their own normality)
In this case the learning process of persons with disabilities cannot be compared with normal people, they need teachers who are in accordance with their needs, the meaning is in accordance with the defects they have, more special treatment, teachers who are truly professional, because the learning process according to them is not an easy thing.
so the point is how we can make equality for normal people and people with disabilities in the teaching and learning process, it does require extra things to make their own normal, but that’s why this can be said as the next level in the education system.

the eighth point tells us that people with disabilities need something special, they need something normal (in terms of their own normality)
In this case the learning process of persons with disabilities cannot be compared with normal people, they need teachers who are in accordance with their needs, the meaning is in accordance with the defects they have, more special treatment, teachers who are truly professional, because the learning process according to them is not an easy thing.
so the point is how we can make equality for normal people and people with disabilities in the teaching and learning process, it does require extra things to make their own normal, but that’s why this can be said as the next level in the education system.

I choose point 4: “Social language has an important role in ELL’s English Language acquisition process”. The point means that an individual English language learner involves many aspect to learning English individually and independently is free learning. we can express how disclosure will be but we also need guidance. the state of the language we are studying has many aspects of language disclosure because English is not a mother tongue. however, the social aspect, the environment will affect one’s language style, the constraints of this are the lack of an environment that responds to using English in everyday life

Essay UTS
English is a language that has been used in general in various countries, and is often referred to as an international language. This can be seen from the language used to communicate, when several people from different countries meet. For example, when people from the United States meet people from Japan, the language that will be used is English and not Japanese. The hope is that when they grow up they are ready to face competition because they are proficient in English. At the age of adolescence, usually someone decides to learn English at his own desire. Apart from feeling this language is an important language to master, some of them have other reasons so they are more motivated to be able to master this language. Motivation that comes from yourself, of course, will help someone to be able to master this language more quickly. Moreover, if the surrounding environment also supports this second language learning process. Besides motivation, the environment also has a very important role in helping the process of learning English for someone. In fact, this environment can also increase a person’s motivation to help the process of mastering English quickly. For someone who lives in an environment with the majority using mother tongue (Indonesian), of course it will be more difficult to learn English and less motivated. This is related to its limitations in practicing its language skills. Teenagers who live in this environment, can only actively practice their abilities while in class. In fact, active practice plays an important role in helping the process of learning English. In addition, because they feel they have no problem communicating with people around them using Indonesian, making someone less motivated to learn English. Meanwhile, someone who lives in an environment that uses active English will be more motivated to learn this language. This motivation arises because it feels easier to communicate with people around him if he has mastered English

I choose point 8. “ELLs with disabilities have specific instructional needs”. The point means that The people with disabilities often get difficulty handling in education. It because of limited resources that can fulfill special services for all persons with disabilities. One of the important subject matter to be taught to students is english. english is very important at aspect of life in the millenial era. Teaching english is not only limited to children normal but must be equated to children with special needs. the government acknowledges that there are still not all public school accepting persons with dissabilities because there are no special teachers who handle them and there are no adequate facilities. From my point of view, the governments building a service place for people dissabilities only in big cities even tough in isolated areas or villages there are also people with special needs who need more help. for that, a government solution is needed so that all community services can be provided, and given more attention to persons with disabilities especially in ELLs

I choose point 2
“students learn influences what they learn, how well they learn it,
and how much they enjoy the learning experience. Just as no two
students are exactly alike; no two students learn in exactly the same way.
Psychologists and educators have developed many theories of learning
and identified an array of learning styles. Some learning style theories
concentrate on the sensory pathways that students use to learn. Other
theories focus on the physical environment in which learning takes
place. Still others emphasize social interaction as it relates to learning.
It is important to realize that the way someone learns is not an indicator
of intelligence. Two people of similar levels of intelligence may learn
best using two different styles of learning. While there are no indications
that one learning style is better than another, it is true that certain
teaching methods and modalities favor certain learning styles. While a
variety of preferred learning styles is represented in every classroom, it
is not nearly as important that you recognize and label each studentþs
preferred learning style as it is that you use a variety of modalities to
present and reinforce the concepts and skills you are trying to teach.
Your goal as teacher is to help all of these students learn regardless of
their preferred learning style. In order to effectively teach these diverse
groups, you need to understand the different learning styles and tailor
your teaching to meet the needs of all of your students. Some people
learn best from reading, while others need to see a demonstration or
touch something. Still others may learn best when they hear the
information.
Many people may have a dominant learning style; however, most can
adapt their learning style to the demands of the material to be learned. It
is also important to note that while students have a preferred learning
style, they can benefit from teaching that incorporates a variety of
modalities and should be encouraged to explore new options for
learning. Given the opportunity and some encouragement, the student
may discover a new way of learning.

Mega sari 1514050075
Essay UTS…
The typical classroom has students with a wide variation of ability,
intelligence, and motivation. Although the teacher must direct a majority
of the instruction to the mass audience, optimal learning will occur only
when the curriculum is modified to meet the needs of each individual.
With the No Child Left Behind Act, schools will be held accountable for
their performance. That means teachers and administrators must work
together to meet the needs of all its students.
The first and greatest challenge facing the teacher is identifying the
special abilities of each student. Whereas physical disabilities are usually
relatively easy to identify, learning disabilities can be very difficult to
detect and classify. Classifying students solely on assessment scores and
prior classroom performance may be misleading and should be avoided.
For example, poor subject assessment scores and short attention spans
may be symptoms of either a student with a specific learning disability or
a gifted student who is bored.
The correct evaluation of students should be a combined effort of the
teacher, the school counselor or special education teacher, and the
student. Together, this team can design an individualized program that
will challenge the student while providing adequate opportunity to
achieve attainable goals. In some cases, parents or guardians should also
be involved in setting achievable goals.
One objective of programs for gifted students should be the development
of leadership skills. Current literature suggests that four skill areas are
involved in the development of effective leadership.
1. Cognition: The ability to identify, research, and learn factual
knowledge.
2. Problem Solving: The ability to identify problems and develop
creative solutions.
3. Interpersonal Communication: The ability to work with other
people.
4. Decision Making: The ability to develop and implement realistic
goals and evaluate performance of the goals.
Using gifted students as tutors for other students can be an effective way
of teaching topics students find difficult. Encourage gifted students to
work ahead. They can then assist you in presenting the concepts and
examples to the class. Encourage the students to use visual aids and
develop methods to assess student learning.
Limited-English-Proficiency (LEP) students are individuals whose native
or dominant language is a language other than English. Although these
students may be involved in special English-as-a-Second-Language
(ESL) classes, any teacher can significantly improve learning by adopting
several strategies.
1. Provide students with translations of key terms prior to presenting
each chapter. Encourage students to use dictionaries.
2. Use simple words in oral presentations and testing materials. Avoid
polysyllabic words. Simplify the non-technical vocabulary.
3. Stress key terms so that LEP students learn specialized language.
4. Create visual instructional methods, such as posters and bulletin
boards that reinforce concepts in both English and the other dominant
language(s).
5. At early levels, LEP students have limited comprehension of English
and can respond with one- or two-word answers. Assess
understanding by having students match, choose, move, draw, or
point. Students at this level can respond to directions that require
them to name, list, categorize, label, or reply with one or two words.
6. LEP students, like visual learners, require a variety of visual clues to
support the lesson and help them understand abstract ideas. Use
transparencies, textbook illustrations, and software demonstrations to
provide these clues.
7. Allow for longer pauses when you ask questions. Non-native
speakers need more time to formulate their answers.
8. Speak directly. Avoid negative constructions, such as ÿDonþt
forgetý.ü Instead, use a more positive phrase such as ÿRemember
toý.ü
9. Avoid passive constructions, such as ÿPartners will be chosen toý.ü
Instead, use active constructions, such as ÿChoose a partner toý.ü
10. Rather than asking students whether they understand what you have
said, ask them to restate what you have said in their own words.
11. Make accommodations such as adjusting the length of time allotted to
complete assignments and tests. Remember that the primary objective
is to assess knowledge rather than the studentsþ ability to translate
and comprehend the question or problem.
12. Avoid misinterpreting a nod as understanding. The nod may instead
mean that the listener did not understand. In some cultures, ÿYesü is
the response to every question. It may mean, ÿI heard your questionü
rather than ÿI understand.ü
13. Be cautious if there are no interruptions or questions. It may mean
that very little has been understood.
Additional ideas that may help LEP students include:
1. Recruiting businesspersons willing to act as mentors for LEP
students. These mentors should be invited to speak to the class and
periodically meet with LEP students to assist with assignments. The
teacher should be actively involved in any meetings with LEP
students to show support for both the mentor and the students. The
ideal mentors are adults who have learned English as a second
language. They can share their experiences with students.
2. Helping LEP students recognize the benefits of knowing two
languages. Although LEP students may face challenges in the
classroom, their knowledge of two languages provides them with
excellent career opportunities in todayþs global business environment.
LEP students should identify what unique career opportunities exist
for them in various types of organizations, such as international
businesses and government. Students could create a poster, display,
or bulletin board to inform other students of these opportunities.
3. Exploring cultural differences. LEP students often come from
different ethnic and cultural backgrounds. As a class activity, students
can research how ethnic and cultural differences may affect how
people in our society interact. These differences can be identified by
reading books and current magazines as well as interacting with
people from different ethnic backgrounds. Encourage students to
orally present their findings to the class; role playing is an
entertaining way to demonstrate how an individualþs ignorance of
cultural differences can have disastrous results.
How students learn influences what they learn, how well they learn it,
and how much they enjoy the learning experience. Just as no two
students are exactly alike; no two students learn in exactly the same way.
Psychologists and educators have developed many theories of learning
and identified an array of learning styles. Some learning style theories
concentrate on the sensory pathways that students use to learn. Other
theories focus on the physical environment in which learning takes
place. Still others emphasize social interaction as it relates to learning.
It is important to realize that the way someone learns is not an indicator
of intelligence. Two people of similar levels of intelligence may learn
best using two different styles of learning. While there are no indications
that one learning style is better than another, it is true that certain
teaching methods and modalities favor certain learning styles. While a
variety of preferred learning styles is represented in every classroom, it
is not nearly as important that you recognize and label each studentþs
preferred learning style as it is that you use a variety of modalities to
present and reinforce the concepts and skills you are trying to teach.
Your goal as teacher is to help all of these students learn regardless of
their preferred learning style. In order to effectively teach these diverse
groups, you need to understand the different learning styles and tailor
your teaching to meet the needs of all of your students. Some people
learn best from reading, while others need to see a demonstration or
touch something. Still others may learn best when they hear the
information.
Many people may have a dominant learning style; however, most can
adapt their learning style to the demands of the material to be learned. It
is also important to note that while students have a preferred learning
style, they can benefit from teaching that incorporates a variety of
modalities and should be encouraged to explore new options for
learning. Given the opportunity and some encouragement, the student
may discover a new way of learning.
Todayþs textbooks offer a wide range of features in an effort to help you
accommodate the learning styles of all your students. In some cases
activities or projects are identified as appropriate for a specific learning
style. Although you might not incorporate every feature into your lesson
plans, it is well worth your time to review the features and determine
which ones might work well for you and your students.
School counselors, school psychologists, and testing specialists are good
resources for information about determining an individual studentþs
preferred learning style. Depending on your school systemþs policies and
the individual needs of students, some studentsþ learning styles may
already have been evaluated using commercially available inventories.
While this section highlights some of the characteristics of learning
styles, the emphasis is on understanding that individual differences and
preferences play an important role in learning. Your choice of lectures,
activities, projects, and assignments have a significant impact on your
studentsþ success. Adding diversity to your teaching will accommodate
the learning styles of your students and make your teaching more
exciting and enjoyable.

I choose point 4 “Social Language has an Important in ELL’S English Language Acquisition Process”. The point means that, in learning English process need a social language so that we can understand to use English Language. In Indonesia has many culture and also social language. In education term especially in the school students and teacher use Indonesia language which as language of country. Indonesia language use as tools of communication among students and teacher in the school to transfer knowledge. include in learning foreign language. so, social language use as tools of communication besides to transfer knowledge especially learning foreign language.

UTS ESSAY
Language is the most essential communication tool for humans. The language possessed by humans is so dynamic that it continues to grow over time. good language skills is certainly a demand for every individual who wants to communicate. Language acquisition is defined as the first language mastery of a child where he lives. The process of acquiring this language takes place unconsciously. Language acquisition is a continuous process from one phase to the next. In the language acquisition process children learn which words or sentences are needed and which movements are needed if something is desired or unwanted. At the same time, children begin to recognize the meaning and meaning of what they say and hear.
Language acquisition is a human process of getting the ability to capture, produce, and use words for understanding and communication. The language acquisition model is a strategy used by children to compile grammar that is appropriate for their language – to study the language – based on a sample of limited primary linguistic data. Language acquisition is a process of mastering the language performed by children. naturally when he learns his mother tongue, while “learning” is a process that is done (generally adult) in a formal order, namely, learning in the classroom or outside (indoor and outdoor class) and taught by the teacher. Language acquisition is defined as the first language mastery of a child where he lives.
The process of acquiring this language takes place unconsciously. On the other hand, learning is the process of mastering the target language (second language) that is carried out by someone for certain interests, for example for the purpose of work, academics, economics, and others. In this process the goals to be achieved by the individual are clear so that this process is carried out consciously. The acquisition of the first language is closely related to the development of cognitive development, namely first, if the child can produce words that are fundamental to neat grammar, it does not automatically imply that the child has mastered the language in question well. Second, the speaker must obtain cognitive categories that underlie various expressive meanings of natural languages, such as words, space, modality, quality, and so on.
can be seen from daily observations of the development of a child (in this case a normal child) processing language skills. Usually what is done by these children starts from hearing and observing the sounds of the language around them without being told or intentional. Then over time what is heard and what it observes develops continuously step by step in accordance with the development of intelligence capabilities and socio-cultural backgrounds that shape it.
So it can be concluded that the acquisition of English is a process in which children learn and then get fluency in language. Language fluency in question is everyday language or the language he hears. Knowledge of language can be heard through television, or other electronic media. From this hearing experience, he will be curious and find out how to write and how to pronounce it. From here there is the acquisition of English for that children.

Language is the most essential communication tool for humans. The language possessed by humans is so dynamic that it continues to grow over time. good language skills is certainly a demand for every individual who wants to communicate. Language acquisition is defined as the first language mastery of a child where he lives. The process of acquiring this language takes place unconsciously. Language acquisition is a continuous process from one phase to the next. In the language acquisition process children learn which words or sentences are needed and which movements are needed if something is desired or unwanted. At the same time, children begin to recognize the meaning and meaning of what they say and hear.

Language acquisition is a human process of getting the ability to capture, produce, and use words for understanding and communication. The language acquisition model is a strategy used by children to compile grammar that is appropriate for their language – to study the language – based on a sample of limited primary linguistic data. Language acquisition is a process of mastering the language performed by children. naturally when he learns his mother tongue, while “learning” is a process that is done (generally adult) in a formal order, namely, learning in the classroom or outside (indoor and outdoor class) and taught by the teacher. Language acquisition is defined as the first language mastery of a child where he lives.

The process of acquiring this language takes place unconsciously. On the other hand, learning is the process of mastering the target language (second language) that is carried out by someone for certain interests, for example for the purpose of work, academics, economics, and others. In this process the goals to be achieved by the individual are clear so that this process is carried out consciously. The acquisition of the first language is closely related to the development of cognitive development, namely first, if the child can produce words that are fundamental to neat grammar, it does not automatically imply that the child has mastered the language in question well. Second, the speaker must obtain cognitive categories that underlie various expressive meanings of natural languages, such as words, space, modality, quality, and so on.

can be seen from daily observations of the development of a child (in this case a normal child) processing language skills. Usually what is done by these children starts from hearing and observing the sounds of the language around them without being told or intentional. Then over time what is heard and what it observes develops continuously step by step in accordance with the development of intelligence capabilities and socio-cultural backgrounds that shape it.

So it can be concluded that the acquisition of English is a process in which children learn and then get fluency in language. Language fluency in question is everyday language or the language he hears. Knowledge of language can be heard through television, or other electronic media. From this hearing experience, he will be curious and find out how to write and how to pronounce it. From here there is the acquisition of English for that children.

I choose point 3 “Adult ELL’s funds of knowledge are a resource for their learning”. the point means that, as we know funds of knowledge that have been historically and culturally developed to enable an individual or household to unction within a given culture and argue, from this statement we can conclude that learning ELL’s can be resource from funds of knowledge. in the social language, ELL’s can learn from historically and culturally by learners. furthermore, the learners not only can learn English language in their classroom before, but in social lie they can improve their English too. like examples, the learners can learning ELL’s from watching television, listening the radio, read a newspaper or magazine, or others that cultural from our country.

English is one of the international languages ​​that is very important for us to learn and become one of the mandatory languages ​​in intercultural schools in teaching and learning activities and daily interactions. Therefore, it is not surprising that many people try to learn this one language. Not only in the school environment, English is also often used in business circles, especially if adults are dealing with business partners from other countries. Therefore, it is not surprising that professional English language proficiency is now one of the requirements for every employee working for a multinational company. Unfortunately, not all adults have good English skills. To learn it too sometimes is constrained by age factors that make learning abilities decline.
We live in an age of globalization where mastering English is a need that might be said to be primary. In the past, we knew that primary needs were needs that included clothing, shelter and food. However, as time went on, English was included in these needs, including the method of learning English which over time also changed. Not only that. Adults are also required to learn English.
Many people say that this is caused by age. According to them, children are easier to learn languages ​​than adults. Opinions that are in line with that, that the older a person is, the more difficult it is for him to learn the language, the truth remains to be proven. The learning process of adults and children is not the same because the ability of adults to absorb information is not only determined by the natural ability to learn, but also influenced by many factors such as lifestyle, emotions, physical functions and the need to learn.
The brain is like a skin that can wrinkle with age. This on the other hand is increasingly sharpened by the saying “learning in childhood is like painting on a rock, learning in adulthood like painting on water.” When adult learners focus on this language learning, the disadvantage is that they will not be free to learn English. Throughout the learning process they are inseparable from the burden of grammatical correctness. Conversely, when adult learners are able to condition themselves in “childish language” then this is a very positive start to make them able to speak English without taking a long time. In this case, the main thing needed is to condition themselves to be free from the burden of making mistakes when trying to speak English.
In the end, I conclude that adult learners to speak English not on errors of age, learning delays, or the environment, but rather on the ability to interpret the subtle functions of communication itself. Adult ELL’s funds of knowledge are a resource for their learning. Their basic knowledge can be used as a reference or encouragement so that they can improve their learning. Their ELL’s is usefull for their to improve for their english learning. The brain is not effect for their ELL but the fundament knowledge are a resource for their to learning better than before and also adult can improve their ELL’s.

UTS ESSAY
English is one of the international languages ​​that is very important for us to learn and become one of the mandatory languages ​​in intercultural schools in teaching and learning activities and daily interactions. Therefore, it is not surprising that many people try to learn this one language. Not only in the school environment, English is also often used in business circles, especially if adults are dealing with business partners from other countries. Therefore, it is not surprising that professional English language proficiency is now one of the requirements for every employee working for a multinational company. Unfortunately, not all adults have good English skills. To learn it too sometimes is constrained by age factors that make learning abilities decline.
We live in an age of globalization where mastering English is a need that might be said to be primary. In the past, we knew that primary needs were needs that included clothing, shelter and food. However, as time went on, English was included in these needs, including the method of learning English which over time also changed. Not only that. Adults are also required to learn English.
Many people say that this is caused by age. According to them, children are easier to learn languages ​​than adults. Opinions that are in line with that, that the older a person is, the more difficult it is for him to learn the language, the truth remains to be proven. The learning process of adults and children is not the same because the ability of adults to absorb information is not only determined by the natural ability to learn, but also influenced by many factors such as lifestyle, emotions, physical functions and the need to learn.
The brain is like a skin that can wrinkle with age. This on the other hand is increasingly sharpened by the saying “learning in childhood is like painting on a rock, learning in adulthood like painting on water.” When adult learners focus on this language learning, the disadvantage is that they will not be free to learn English. Throughout the learning process they are inseparable from the burden of grammatical correctness. Conversely, when adult learners are able to condition themselves in “childish language” then this is a very positive start to make them able to speak English without taking a long time. In this case, the main thing needed is to condition themselves to be free from the burden of making mistakes when trying to speak English.
In the end, I conclude that adult learners to speak English not on errors of age, learning delays, or the environment, but rather on the ability to interpret the subtle functions of communication itself. Adult ELL’s funds of knowledge are a resource for their learning. Their basic knowledge can be used as a reference or encouragement so that they can improve their learning. Their ELL’s is usefull for their to improve for their english learning. The brain is not effect for their ELL but the fundament knowledge are a resource for their to learning better than before and also adult can improve their ELL’s.

“I choose point 4 “Social language has important role in ELL’s English Language acquisition process”. This point means for every language learner, their environment or where they live affect to their strengh in learning other language. If we want to learn a new language, we need support from our environment, our social life. In indonesia, English well known as foreign language, their language acquisition proccess is based on how their environment treat them. Based on that, the language acquisition proccess in Indonesia absolutely different from people who use english as their main language. Every language learner is need to talk, socialize or learn together to increase their skills in language, so that’s how our environment or our social language have a big impact for our language acquisition proccess.

UTS Essay
Social language is an important role in every language learner, not only for English, but also in every language, the world consist of various people, everyone have different way to understand English and different advantages, so we have to build a social language that can help everyone easy to understand English and treat all of them in the same way without discrimination and help them to learn as a team, not only individual skill.
However, every language learner need more support from their environtment or where they live, no matter they’re normal or have disabilities. Start from family first, as a foreign language every English learner need to socialize to help them listen, talk, write and read to improve their skills in learning English. So then, their environment and their social language need to support them in way to help them confidence in learning english.
The last one, how social languange have a big impact in order to ELL’s english language acquistion proccess is how teacher and their environment treat all of them. Their social environment have to put them all in the same way to learn without discrimination. This way can help every languange learner increase their skill together, learn their advantages together, and work as a team together.

I choose point 4 ” social language has an important role in ELL’s English language acquistion process”. The point means that in life, we cannot meet only one person in our country. English as second language is so onfluence someone native language such as native dialect. Social language has an important for people in ELL’s English language acquistion process. It will definitely be very helpful to communicate with these foreigners.

Social language is very influential in acquiring new language especially English. In learning English process need a social language so that we can understand to use English.

In essence, language is an important communication tool in human life which is a tool coveying information.

And at this time the ability to communicate in foreign languages is one of the life skills that must be mastered in the era of globalization. Especially English, in Indonesia English as second language.

Language acquisition is a very important role in English. If someone has the ability to use their thoughts and feelings effectively to other delivered through English, it means that the person has good English acquisition.

To achieve acquistion in English , we certainly need to explore social languages more, we must English learn language, with that we can easily communicate with the environment and also the outside world.

“I choose point 4 “Social language has important role in ELL’s English Language acquisition process”. This point means for every language learner, their environment or where they live affect to their strengh in learning other language. If we want to learn a new language, we need support from our environment, our social life. In indonesia, English well known as foreign language, their language acquisition proccess is based on how their environment treat them. Based on that, the language acquisition proccess in Indonesia absolutely different from people who use english as their main language. Every language learner is need to talk, socialize or learn together to increase their skills in language, so that’s how our environment or our social language have a big impact for our language acquisition proccess.

UTS Essay
Social language is an important role in every language learner, not only for English, but also in every language, the world consist of various people, everyone have different way to understand English and different advantages, so we have to build a social language that can help everyone easy to understand English and treat all of them in the same way without discrimination and help them to learn as a team, not only individual skill.
However, every language learner need more support from their environtment or where they live, no matter they’re normal or have disabilities. Start from family first, as a foreign language every English learner need to socialize to help them listen, talk, write and read to improve their skills in learning English. So then, their environment and their social language need to support them in way to help them confidence in learning english.
The last one, how social languange have a big impact in order to ELL’s english language acquistion proccess is how teacher and their environment treat all of them. Their social environment have to put them all in the same way to learn without discrimination. This way can help every languange learner increase their skill together, learn their advantages together, and work as a team together.

I choose point 4 ” social language has an important role in ELL’s English language acquistion process”. The point means that in life, we cannot meet only one person in our country. Social language has an important for people in ELL’s English language acquistion process. It will definitely be very helpful to communicate with these foreigners.

“I choose point 4 “Social language has important role in ELL’s English Language acquisition process”. This point means for every language learner, their environment or where they live affect to their strengh in learning other language. If we want to learn a new language, we need support from our environment, our social life. In indonesia, English well known as foreign language, their language acquisition proccess is based on how their environment treat them. Based on that, the language acquisition proccess in Indonesia absolutely different from people who use english as their main language. Every language learner is need to talk, socialize or learn together to increase their skills in language. So, that’s how our environment or our social language have a big impact for our language acquisition proccess.

UTS Essay
Social language is an important role in every language learner, not only for English, but also in every language, the world consist of various people, everyone have different way to understand English and different advantages, so we have to build a social language that can help everyone easy to understand English and treat all of them in the same way without discrimination and help them to learn as a team, not only individual skill.
However, every language learner need more support from their environtment or where they live, no matter they’re normal or have disabilities. Start from family first, as a foreign language every English learner need to socialize to help them listen, talk, write and read to improve their skills in learning English. So then, their environment and their social language need to support them in way to help them confidence in learning english.
The last one, how social languange have a big impact in order to ELL’s english language acquistion proccess is how teacher and their environment treat all of them. Their social environment have to put them all in the same way to learn without discrimination. This way can help every languange learner increase their skill together, learn their advantages together, and work as a team together.

I choose point 10 “academic language instruction should be incorporated into all content lessons, including mathematics and science”, the point means that when the students learn the language well, the students can speak with over half of people in the world. Because, the language is a tool to communication to do interaction. as we know, academic language is making a big impact in elementary school classrooms. academic language gives students the skills to communicate, engage, and participate more effectively in content areas across the curriculum. When the students learn all content of lessons, the teachers can use a academic language to be instruction with the purpose the student can understood what the meaning from all content lessons like including mathematics and science as well.

(Essay UTS). Topic 10 about academic language instruction………..
As we know, academic language is the language that is used by teachers and students in the classroom for the purpose of acquiring new knowledge. Academic language is so important for educator. Academic language for ELLs have many advantages, like ELLs can learn, practice and apply them in learning acti ity. Besides that, in mathematic and science, they are have special characteristic such as showing how the terms and sentence patterns are used in the textbook.
Academic language in mathematic have characteristic like terms, operations, and math proccess. Example of that have specific meaning, “what happens when you add two odd number? Or what happens when ypu add an even and odd number?” Instruction should move away for interprating precision to mean using the precise word and instead focus on how precisions works in mathematical practices.
Academic language in sciece should talk about scientific discourse, introduce semantic, Relationship among scientific terms and more practice in speaking about science. Technical words in science such as refract, particles, cell theory, convection, erosion, environment, longitudinal, etc. For example “how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes and on the area (seismic waves)”.
Many problems that we found in leaeninf mathematic and science using academic language, one of them are many students can’t understand teacher’s explaination about the concept and they want to explain with first language, Indonesian. The purpose of introducing English as the medium of instruction in the teaching and learning of mathematics and science is mainly to enable students to keep up with the development in science and technology by making it possible for them to access this information which is mainly available in the English language.
In conclusion, academic language is important part of overall English proficiency. To developed Academic language instruction in math and science for teachers are they must know somethings, there are acquire knowledge about concepts, theories, terms, operation, and increasing their academic language proficiency. And for the student, they need to have practice increasing their academic language.

As we know, academic language is the language that is used by teachers and students in the classroom for the purpose of acquiring new knowledge. Academic language is so important for educator. Academic language for ELLs have many advantages, like ELLs can learn, practice and apply them in learning acti ity. Besides that, in mathematic and science, they are have special characteristic such as showing how the terms and sentence patterns are used in the textbook.

Academic language in mathematic have characteristic like terms, operations, and math proccess. Example of that have specific meaning, “what happens when you add two odd number? Or what happens when ypu add an even and odd number?” Instruction should move away for interprating precision to mean using the precise word and instead focus on how precisions works in mathematical practices.

Academic language in sciece should talk about scientific discourse, introduce semantic, Relationship among scientific terms and more practice in speaking about science. Technical words in science such as refract, particles, cell theory, convection, erosion, environment, longitudinal, etc. For example “how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes and on the area (seismic waves)”.

Many problems that we found in leaeninf mathematic and science using academic language, one of them are many students can’t understand teacher’s explaination about the concept and they want to explain with first language, Indonesian. The purpose of introducing English as the medium of instruction in the teaching and learning of mathematics and science is mainly to enable students to keep up with the development in science and technology by making it possible for them to access this information which is mainly available in the English language.

In conclusion, academic language is important part of overall English proficiency. To developed Academic language instruction in math and science for teachers are they must know somethings, there are acquire knowledge about concepts, theories, terms, operation, and increasing their academic language proficiency. And for the student, they need to have practice increasing their academic language.

As we know, academic language is the language that is used by teachers and students in the classroom for the purpose of acquiring new knowledge. Academic language is so important for educator. Academic language for ELLs have many advantages, like ELLs can learn, practice and apply them in learning acti ity. Besides that, in mathematic and science, they are have special characteristic such as showing how the terms and sentence patterns are used in the textbook.

Academic language in mathematic have characteristic like terms, operations, and math proccess. Example of that have specific meaning, “what happens when you add two odd number? Or what happens when ypu add an even and odd number?” Instruction should move away for interprating precision to mean using the precise word and instead focus on how precisions works in mathematical practices.

Academic language in sciece should talk about scientific discourse, introduce semantic, Relationship among scientific terms and more practice in speaking about science. Technical words in science such as refract, particles, cell theory, convection, erosion, environment, longitudinal, etc. For example “how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes and on the area (seismic waves)”.

Many problems that we found in leaeninf mathematic and science using academic language, one of them are many students can’t understand teacher’s explaination about the concept and they want to explain with first language, Indonesian. The purpose of introducing English as the medium of instruction in the teaching and learning of mathematics and science is mainly to enable students to keep up with the development in science and technology by making it possible for them to access this information which is mainly available in the English language.

In conclusion, academic language is important part of overall English proficiency. To developed Academic language instruction in math and science for teachers are they must know somethings, there are acquire knowledge about concepts, theories, terms, operation, and increasing their academic language proficiency. And for the student, they need to have practice increasing their academic language.

I choose point 3 “adult ELLs funds of knowledge are a resource for their learning the point means, what students have learned formally in the classroom as well as informally through their personal life experiences. A student’s background knowledge is the foundation upon which all learning is constructed. funds of knowledge as the skill that have been historically and culturally developed to enable an individual to function within a given culture, and then it is integrated between funds of knowledge and their learning. in ELLs activities, “especially in their learning process each district or country they have different mind in learning knowledge and their culture to

I choose point 4. “social language has an important role in ELLs english language acquisition process” the point means that social language plays very important role in acquring language. As we know that we are from wide variety background of places, culture, and education. So the way that we accept the new language is different between each others. Even English is a foreign language in our nation, we still have a chance to learn English. Ofcourse with big effort and also surround your self with people who loves English and use English as daily activity to make you easier to mastering English.

Essay UTS
Social language plays very important role in acquring language. As we know that we are from wide variety background of places, culture, and education. So the way that we accept the new language is different between each others. Even English is a foreign language in our nation, we still have a chance to learn English. Ofcourse with big effort and also surround your self with people who loves English and use English as daily activity to make you easier to mastering English.

Social interaction influences human communication and more specifically language learner. Interaction with the others is necessary to acquire language. Because language material is excellent when language is experienced during social interaction with a live of person or language learner.

In Indonesia, English is known as a foreign language. So, we need more effort to learn and practice our English because English language is not only about memorize vocabularies or sentences but it is about how you used it. And then you need environment that support to practice your English. When learning a language, the most important thing in language learning is the practice of using the language itself by referring to the purpose of language learning, that is, being able to use the language into everyday language.

The quality of the social language environment is very important for ELLs’ to be successful in learning English. Acquisitions that occur in daily communication. If we want to learn new language we should notice that our environment will support it or not. If you don’t find good environment to assist you learning English, you should make it. In this global era technology is the big opportunity for you in acquring language process. Use it, and make chance to your self.

choose point 8: ” ELLs with disabilities have specific intructional need ” in my opinion, that every person born is not perfect and has deficiencies, one of which is a deficiency we can see physically and mentally, but those with disabilities having special needs also havethe right to learn English as long as they are capable and there is no compulsion from anything so as not to burden the bat.even though they are not the same as other normal students as long as they want to learn why not therefore in dealing with people with disabilities need special care,because they need attention mativation and support from their family and friends.in addition, educators must use differents methods, techniques and strategies in teaching,so that people with disabilities can receive lesson well.

ESSAY UTS
In teaching English for people with disabilities must teach by seeing the deficiencies or disabilities that he experienced. For example students who have eye disabilities in teaching English we must have a listening method. Because those with eye defects cannot see, we have to rotate the voice recorder in English to add vocabulary to the language and for disabled people we have to teach English using sign language. So to teach students with disabilities must see the shortcomings experienced so that in teaching it will be easier and can receive lessons well by students, and not burden the students.
In teaching English for people with disabilities special care is needed, because they need attention and support from the closest people such as friends, environment, educators and especially families. Most people with disabilities in learning will need friends or people who pay attention to it, usually if a lot of people who are concerned will be more enthusiastic to learn. In teaching English the educator must see these students, if the student does not want to learn, educators provide motivation by talking well not to make the student afraid to learn again.
So, ELL’s with disabilities have specific instructional needs, the point is that we have to use different methods and strategies that must be aligned with the conditions of the students, so the lessons can be well understood. And especially must give attention and strong support from the closest people so as not to burden the heart to learn.

ESSAY UTS
ELL, is students who cannot communicate fluently or study effectively in English, because backgrounds do not speak English, and usually will require special teaching or modification in English and in academic courses. but for ELL’s with disabilities have specific instructional needs because those with disabilities do not teach English with normal students. People with disabilities usually in speaking English must use different methods and strategies, must have their own learning strategies. For example, using optimal methods to use interesting learning media that can improve vocabulary in English.
In teaching English for people with disabilities must teach by seeing the deficiencies or disabilities that he experienced. For example students who have eye disabilities in teaching English we must have a listening method. Because those with eye defects cannot see, we have to rotate the voice recorder in English to add vocabulary to the language and for disabled people we have to teach English using sign language. So to teach students with disabilities must see the shortcomings experienced so that in teaching it will be easier and can receive lessons well by students, and not burden the students.
In teaching English for people with disabilities special care is needed, because they need attention and support from the closest people such as friends, environment, educators and especially families. Most people with disabilities in learning will need friends or people who pay attention to it, usually if a lot of people who are concerned will be more enthusiastic to learn. In teaching English the educator must see these students, if the student does not want to learn, educators provide motivation by talking well not to make the student afraid to learn again.
So, ELL’s with disabilities have specific instructional needs, the point is that we have to use different methods and strategies that must be aligned with the conditions of the students, so the lessons can be well understood. And especially must give attention and strong support from the closest people so as not to burden the heart to learn.

I choose point 10. “Academic language instruction should be incorporated into all content lessons, including
mathematics and science”. The point means that English language acquisition instruction has been viewed as the responsibility of the English
language acquisition teacher. However, state-adopted academic content standards include
explicit expectations for how language should be used to demonstrate content knowledge and
skills (Stanford University, Understanding Language Initiative, 2013). As a result, content
teachers should incorporate academic vocabulary and language use relevant to their content area
into their instruction.

Essay (Mid Test)
Like other students, English Language
Learners (ELLs) need good instruction. This
includes high standards, clear goals and
learning objectives, a content‐rich curriculum,
clear and well‐paced instruction,
opportunities for practice and application,
appropriate feedback, frequent progress‐
monitoring and reteaching as needed, and
opportunities for student interaction.
At the same time, simply expecting good
instruction to meet the needs of ELLs is not
realistic. This is because, by itself, good
instruction does not provide ELLs with the
English language development they require to
build proficiency. Nor does it ensure access to
“comprehensible input,” or information that is
conveyed in a manner so that ELLs can
understand most of it, even if they do not
know every word.
In addition to good instruction, ELLs need
modifications and supports, which vary
depending on their language proficiency,
literacy background, and prior level of
education. The specifics of these
modifications and supports are outlined in the
following section, and include principles and
instructional implications that apply across
the content areas, to all teachers and
classrooms with ELLs.

I choose point 4: “social language has an important role in ELLs’ English language acquisition process”.The use of English in every country will be greatly influenced by the local characteristics . The application of English in other countries is influenced by local languages, which are not the same as accents or American Style and British Style accents, and that is legitimate and acceptable. Language conversations have been mixed with social languages ​​so that they can accommodate local languages ​​in enriching vocabulary and can increase flexibility in international communication.

I choose point 4″ social language has an important role in ELLs’ English language acquisition process” the point means Social media plays a dominant role in English language learning because it provides opportunities to the English language learners to improve their writing, reading, and similarly, to read new text and phrases to improve their vocabulary.

Language acquisition is the manner in which humans acquire the knowledge and skill to both perceive and comprehend language, as well as learn to produce sounds that form words, words that form sentences, and then sentences that for complex ideas. The capacity to use language is actually quite complex, requiring advanced cognitive abilities that use tools like phonology, morphology, syntax, semantics, and vocabulary. The capacity for language is a key aspect of humanity, and becomes even more complex when we attempt to theorize additional language acquisition. Introduction our native language consists of a set of phonemes that we learn to discriminate during language acquisition. Infants are born with perceptual sensitivity for phonemes outside of their parents’ native language, which is a result of the fact that they have not yet practiced nor learned the phonetic rules of their language.
The feature detector for phonemes that are not used during language development will atrophy and the native phoneme feature detectors are retained in other languages, this subtle difference actually changes the meaning of a word Mandarin, Thai, and Hindi for example, uses the voiceless and aspirated as entirely different phonemes. We would expect a speaker of one of these languages to have a good ability to distinguish these phonemes in a task, while an English speaker may have some difficulty.
Other studies have used a similar approach in order to test the ability of phoneme discrimination. The development of language acquisition in children begins in their first few years of life. “Human beings are born to speak with babies, children and even adults, frequently imitating, observing and listening to the various dialects that they are exposed too. The interaction and communication within the environment also plays an essential role in the development of language acquisition. The repetitive use of stories, books and the continual guidance of the adults in their lives heightens children’s literacy and language development, which inevitable helps them succeed during their schools lives and beyond.
Children exposed to positive environments and various interactions, will enhance their language skills dramatically, compared to a child who is exposed to minimal experiences. The acquisition of language and speech development takes place over a period from birth to around three years of age and in early childhood from the ages of four to six. The development is quick and passes through similar stages in all children not depending on the language that you acquire. The process of language development is therefore universal, namely the development of sounds to words and grammar of the language. The developments of all three components are intertwined in the process of children’s language acquisition.
The acquisition of language forms a fundamental basis for a child’s development, it is an essential social skill which children need for communicating, building relationships with others, and learning.

Outline

Topic : Social language has an important role in ELLS’ English language acquisition process
Title : Language acquisition is very important for children
Target Reader : To society
Purpose : To determine that the children’s language starts with mother tongue
Thesis Statement : Infants are born with perceptual sensitivity for phonemes outside of their parents’ native language
Body
• TS1: This feature detector for phonemes that are not used during language development will atrophy and the native phoneme feature detectors are retained in other languages
• TS2: Other studies have used a similar approach in order to test the ability of phoneme discrimination.
• TS3: Children exposed to positive environments and various interactions, will enhance their language skills dramatically
Conclusion : The acquisition of language forms a fundamental basis for a child’s development, it is an essential social skill which children need for communicating, building relationships with others, and learning.

I choose point “4” social language has an important role in ELLs’English language acquisition pocess. The point mean that, as a social human, language is the way for communicate with other people in the school environment, family and social environment. as an international language, many countries in the world Use English as a foreign language. With the rule of social language we can learn easier because habitual and make it easier for us in ELLs, using English in daily will accelerate language comprehension, with English we can interact and communicate with various countries in the world

I choose point 4: “Social language has an important role in ELL’s English Language acquisition process.
Social language is a language that is very close to our lives where it is obtained through without special learning that can be obtained through hearing, reading, and accompanying us to be able to communicate with people around. therefore from the language that we have known from the beginning has an important role in learning new languages, why? through every words we have known we will be able to understand the words with another meaning. for example the “pintu” (Indonesia) becomes “door” (english), with the help of the vocabulary that has been known will help us find the term in a foreign language.

essay UTS
I choose point number 4..
It means that Social language is habitual that is used as a tool in everyday for nteractions with others. This includes what we say, how we say it, our non-verbal communication (eye contact, facial expressions). And how precise our interactions are in certain situations.
Social language is related to the process of acquiring a thing that can be used as a communication tool between people. Basically, every human being is equipped with tools in mastering a language (LAD)

The ability to understand language is obtained through environmental stimuli that take place with habits that occur in the surrounding life
Once the acquisition of a foreign language can be obtained through the habits that occur before, so that it will help in the process of speaking in English, for example in the parent language we already know an object that has a name this will help us to obtain foreign languages ​​(English) with the same meaning but have different pronunciation methods and languages. Furthermore The pronunciation between mother tongue and English is clearly different, so that the provision of social language owned will help the process of acquiring English which will result in a variety of language understandings.

I choose point number 4. It means that Social language is habitual that is used as a tool in everyday for nteractions with others. This includes what we say, how we say it, our non-verbal communication (eye contact, facial expressions). And how precise our interactions are in certain situations.
Social language is related to the process of acquiring a thing that can be used as a communication tool between people. Basically, every human being is equipped with tools in mastering a language (LAD)

The ability to understand language is obtained through environmental stimuli that take place with habits that occur in the surrounding life
Once the acquisition of a foreign language can be obtained through the habits that occur before, so that it will help in the process of speaking in English, for example in the parent language we already know an object that has a name this will help us to obtain foreign languages ​​(English) with the same meaning but have different pronunciation methods and languages. Furthermore The pronunciation between mother tongue and English is clearly different, so that the provision of social language owned will help the process of acquiring English which will result in a variety of language understandings.

I choose point number 4. It means that Social language is habitual that is used as a tool in everyday for nteractions with others. This includes what we say, how we say it, our non-verbal communication (eye contact, facial expressions). And how precise our interactions are in certain situations.
Social language is related to the process of acquiring a thing that can be used as a communication tool between people. Basically, every human being is equipped with tools in mastering a language (LAD)

The ability to understand language is obtained through environmental stimuli that take place with habits that occur in the surrounding life
Once the acquisition of a foreign language can be obtained through the habits that occur before, so that it will help in the process of speaking in English, for example in the parent language we already know an object that has a name this will help us to obtain foreign languages ​​(English) with the same meaning but have different pronunciation methods and languages. Furthermore The pronunciation between mother tongue and English is clearly different, so that the provision of social language owned will help the process of acquiring English which will result in a variety of language understandings.

I choose point number 4. It means that Social language is habitual that is used as a tool in everyday for nteractions with others. This includes what we say, how we say it, our non-verbal communication (eye contact, facial expressions). And how precise our interactions are in certain situations.
Social language is related to the process of acquiring a thing that can be used as a communication tool between people. Basically, every human being is equipped with tools in mastering a language (LAD)

The ability to understand language is obtained through environmental stimuli that take place with habits that occur in the surrounding life
Once the acquisition of a foreign language can be obtained through the habits that occur before, so that it will help in the process of speaking in English, for example in the parent language we already know an object that has a name this will help us to obtain foreign languages ​​(English) with the same meaning but have different pronunciation methods and languages. Furthermore The pronunciation between mother tongue and English is clearly different, so that the provision of social language owned will help the process of acquiring English which will result in a variety of language understandings.

I choose point 4: “Social language has an important role in ELL’s English Language acquisition process”. The point means that an individual English language learner involves many aspects because English language as an international laguage that we can use to communicate in other country. wherever we are and in any country surely we need language to socialize with people in our environment. When the ELLs are surrounded by the people who use the same language exactly english language it makes them self confidence and understand what the another people means.

I choose point no.7. Scaffolding is an essential tool to facilitate ELL’S acquisition of language and content.
It’s mean Scaffolding as temporary assitance that an instruction or more capable peer provides to a student that supports the student in being able to perform a task he or she couldn’t do without help. And then effective instruction ELL’S construction of meaning and knowledge, acquisition of language and advancement to the next level of language proficiency.

Essay UTS 1514050074
When supporting ELLS during instruction we must consider that the instruction is two fold. Teachers are supporting content and language acquisition simultaneously.
Scaffolding has been praised for its ability to engage most learners. When the learning is scaffolded students are constantly buuilding on prior. Knowledge and forming associations among new information concepts, and language acquisition. Additionally scaffolding present opportunities for students to be succesful before they move into unfamiliar territory. This type of instruction of minimizers failure, which decreases frustration, especially for students acquiring a new language.

I choose point 7 “Scaffolding is an essential tool to facilitate ELLs acquisition of language and content.” Scaffolding is a good technique to applied as a support in English language learning because it really help improves mastery of the language where the student is given some assistance, then slowly the help is reduced to give responsibility to the student where assistance can be a guide, encouragement, warning, or giving an example to the student. For example student are directed to make question about a material, then the student make own question. This technique make student becomes independent. So the point of scaffolding is very helpful in teaching and learning process.

Essay UTS
School is a place for children to get education. In class, a teaching and learning process occurs through very intensive contact between teachers and students. Therefore the teacher has a very large role in conditioning the classroom atmosphere so that it becomes effective for learning, so that the material can be absorbed properly and optimally. I am interested in a technique which is considered good and has a great influence on the creation of an effective class, namely the scaffolding technique.
Among ordinary people the term scaffolding seems more as a term related to building construction techniques, but in the scaffolding learning process can be interpreted as a technique of giving support in a structured manner, which is carried out at an early stage to encourage students to be able to learn independently. Scaffolding techniques are not carried out continuously, if students have experience an increase, gradually the teacher must reduce and release students to learn independently.
If students have not been able to achieve independence in learning, the teacher returns to help students gain independence in their learning, the teacher returns to help students make progress until they are truly capable. Scaffolding learning seems to be important so that students can develop their potential optimally.
The advantages of scaffolding techniques are: 1.motivating students, 2. Simplifying the task of learning to be well managed, 3. Reducing frustration and risk in learning, 4. Giving a model to achieve an expected learning.

I choose point 3: ” adult Ells’ funds of knowledge are a resource for their learning”. The point means that is adult Ells’ funds of knowledge are a resource for their learning it makes it easy for students to be able to connect to learning in certain content. so, if it is implemented, there will be many students who get new experiences in their personal lives, and also can change their thinking patterns that initially did not know to be known. so that this can improve the quality of students themselves.

UTS
In 2013, 4.4 million U.S. public school students were classified as English language learners. These students come to school with the benefit of speaking a language other than English. All the while, they face the challenge of acquiring content knowledge in English at the same time as they acquire English as an additional language. They are held to the same graduation requirements and accountability standards as their English-proficient peers. English language learners can be supported by conducting rigorous research and evaluation to improve instruction and learning, evaluating policy to inform decision-making, and enhancing ELL practice at the district, school, and classroom level.English is an international language used as language of communication between nations and countries around the world. One very important ability important for students because English has become a universal language used in the world of technology, education, politics, commerce, and is the communication tool most often used by the world. Even English lessons are one thing which is important for continuing education to higher education.
Ell’s adult knowledge is a source for their learning which means that adult Ells’ knowledge has an important influence on their mindset, how they interact, learn to improve their knowledge and patterns of language. The knowledge students embody that can directly or indirectly connect to formal classroom learning. Adult Ells’ funds of knowledge are a resource for their learning it makes it easy for students to be able to connect to learning in certain content. so, if it is implemented, there will be many students who get new experiences in their personal lives, and also can change their thinking patterns that initially did not know to be known. so that this can improve the quality of students themselves.

I choose point 3 : “Adult Ells’ funds of knowledge are a resource for their learning”. The point means that is adult Ells’ funds of knowledge are a resource for their learning it makes it easy for students to be able to connect to learning in certain content. so, if it is implemented, there will be many students who get new experiences in their personal lives, and also can change their thinking patterns that initially did not know to be known. so that this can improve the quality of students themselves.

I choose point 7 “Scaffolding is an essential tool to facilitate ELLs acquisition of language and content. Scaffolding is a good technique to applied as a support in English language learning because it really help improves mastery of the language where the students is given some assistance, then slowly the help is reduced to give responsibility to the student where the assistance can be guide, encouragement, warning, or giving an example to the student. For example students are directed to make a question about material, and then the student make own question. This technique make student becomes independent. So the point is that scaffolding is very helpful in teaching and learning process.

I choose point 4 “Social language has an important role in ELL’s English Language Acqusition processing”.
It means that process is important to keep in mind that the understood goal for ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students’ need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful.

I choose point 3 “adult ELLs funds of knowledge are a resource for their learning the point means, what students have learned formally in the classroom as well as informally through their personal life experiences. A student’s background knowledge is the foundation upon which all learning is constructed. funds of knowledge as the skill that have been historically and culturally developed to enable an individual to function within a given culture, and then it is integrated between funds of knowledge and their learning. in ELLs activities, especially in their learning process each district or country they have different mind in learning knowledge and their culture too.”

Essay UTS
Background knowledge is what students have learned formally in the classroom as well as informally through their personal life experiences. This background knowledge is the foundation for all learning. For students at any grade level, background knowledge is critical for reading comprehension and in content learning. What students already know about a topic can make learning new information easier.
Many English Language Learners (ELL)have diverse cultural and educational backgrounds with a wide range of background knowledge related to any particular topic. At the secondary level, there may be students with a high level of academic schooling in their native language. There also may be students who have experience interrupted formal schooling, or there may be students with little or no academic schooling. Just as there is no one kind of student, there is no one kind of ELL student, so educators must determine how to adjust materials and instruction for each ELL student.
In making these determinations, educators must consider that many ELL students may lack or have gaps in background knowledge on a particular topic. At the secondary level, this may be historical context, scientific principles, or mathematical concepts. These students will find the increasing level of sophistication of learning at the secondary level extremely difficult or challenging.

Background knowledge is what students have learned formally in the classroom as well as informally through their personal life experiences. This background knowledge is the foundation for all learning. For students at any grade level, background knowledge is critical for reading comprehension and in content learning. What students already know about a topic can make learning new information easier.
Many English Language Learners (ELL)have diverse cultural and educational backgrounds with a wide range of background knowledge related to any particular topic. At the secondary level, there may be students with a high level of academic schooling in their native language. There also may be students who have experience interrupted formal schooling, or there may be students with little or no academic schooling. Just as there is no one kind of student, there is no one kind of ELL student, so educators must determine how to adjust materials and instruction for each ELL student.
In making these determinations, educators must consider that many ELL students may lack or have gaps in background knowledge on a particular topic. At the secondary level, this may be historical context, scientific principles, or mathematical concepts. These students will find the increasing level of sophistication of learning at the secondary level extremely difficult or challenging.

Essay UTS
Background knowledge is what students have learned formally in the classroom as well as informally through their personal life experiences. This background knowledge is the foundation for all learning. For students at any grade level, background knowledge is critical for reading comprehension and in content learning. What students already know about a topic can make learning new information easier.
Many English Language Learners (ELL)have diverse cultural and educational backgrounds with a wide range of background knowledge related to any particular topic. At the secondary level, there may be students with a high level of academic schooling in their native language. There also may be students who have experience interrupted formal schooling, or there may be students with little or no academic schooling. Just as there is no one kind of student, there is no one kind of ELL student, so educators must determine how to adjust materials and instruction for each ELL student.
In making these determinations, educators must consider that many ELL students may lack or have gaps in background knowledge on a particular topic. At the secondary level, this may be historical context, scientific principles, or mathematical concepts. These students will find the increasing level of sophistication of learning at the secondary level extremely difficult or challenging.

Essay UTS
Background knowledge is what students have learned formally in the classroom as well as informally through their personal life experiences. This background knowledge is the foundation for all learning. For students at any grade level, background knowledge is critical for reading comprehension and in content learning. What students already know about a topic can make learning new information easier.
Many English Language Learners (ELL)have diverse cultural and educational backgrounds with a wide range of background knowledge related to any particular topic. At the secondary level, there may be students with a high level of academic schooling in their native language. There also may be students who have experience interrupted formal schooling, or there may be students with little or no academic schooling. Just as there is no one kind of student, there is no one kind of ELL student, so educators must determine how to adjust materials and instruction for each ELL student.
In making these determinations, educators must consider that many ELL students may lack or have gaps in background knowledge on a particular topic. At the secondary level, this may be historical context, scientific principles, or mathematical concepts. These students will find the increasing level of sophistication of learning at the secondary level extremely difficult or challenging.

I choose point 4 “Social Language has an important role in ELL’s English language acquisition process.” This statement means that an English learners’ environment is one of many factors that affect someone’s English learning as a new language from him/her. The most obvious example in Indonesia is mother tongue. Mother tongue has been exposed from birth and used in surrounding’s where someone lives. It is very substantial factor because a learner has used it for his/her social communication for a long time. A learner who used it need more effort during process of acquiring English than who used Bahasa. Consequently, point 4 of the Guiding Principles above explicitly tells us that social language is very influential in acquiring new language.

Essay UTS
English Language Learners (ELL’s) is a current term used to describe the population of students whose native language is other than English and who are in the process of Learning English Language.
Based on Robertson and Ford’s article, there are six stages of second language acquisition. They are pre-production, early production, speech emergent, beginning fluency, intermediate fluency, and advanced fluency. Those all stages’ take for depend on the individual learner. One of the major contributors to accelerated English language learning is the strength of first language skills as a social language. Many language researchers found that many learners who achieve advanced fluency generally applies by who have strong first language and literacy skills.
Social language has been exposed and used for along time from birth and in surrounding’s where someone lives. It is very substantial factor because a learner has used it for his/her social communication for a long time. Learners need their social language to know what the words mean in Bahasa so they can use it appropriately.
Social language is very influential in acquiring new language especially English. It is really helpful for the learners in understanding the meaning, so the learners can remember how and when the words are used. It can be concluded that the using of social language during English learning process make the acquisition become easier to be understood for the learners.

Essay UTS
English Language Learners (ELL’s) is a current term used to describe the population of students whose native language is other than English and who are in the process of Learning English Language.
Based on Robertson and Ford’s article, there are six stages of second language acquisition. They are pre-production, early production, speech emergent, beginning fluency, intermediate fluency, and advanced fluency. Those all stages’ take for depend on the individual learner. One of the major contributors to accelerated English language learning is the strength of first language skills as a social language. Many language researchers found that many learners who achieve advanced fluency generally applies by who have strong first language and literacy skills.
Social language has been exposed and used for along time in surroundings. It is very important factor for the learners because they have been used for daily communication. Learners need their social language to know what the words mean in Bahasa so they can use it appropriately.
Social language is very influential in acquiring new language especially English. It is really helpful for the learners in understanding the meaning, so the learners can remember how and when the words are used. It can be concluded that the using of social language during English learning process also make the acquisition become easier to be understood for the learners.

I choose point 10. Academic language instruction should be incorporated into all content lessons, including mathematic and science. Academic content adopted by the state including
explicit expectations about how language should be used to show knowledge and content
skills.
The teacher must enter academic vocabulary and use of language relevant to their content field
into their instructions.
besides detailing correspondence with the CCR Standard for English Language Arts and
Literacy, the ELP Standard for AE also includes correspondence with Mathematics and
Science practice. the teachers are expected to be able to teach in a more creative way in order to meet the needs of students according to the demands of teaching, namely: Communicating, Collaborating, Critical Thinking, and Creative Thinking .

Essay UTS
“Academic language instruction should be incorporated into all content lessons, including mathematic and science”.
Mathematics and Science Classrooms Based on Inquiry and problem solving hold special promise and challenge for language minority students. Scientific inquiry and mathematical problem solving are suffused with talk: questioning, describing, explaining, hypothesizing, debating, clarifying, elaborating, and verifying and sharing results. While the language demands are significant, the potential is also strong that students will learn important English-language skills as well as science and math content.
Traditionally, mathematics has been thought of as an area with minimal language demands. In fact, mathematics and language are intricately connected language facilitates mathematical thinking . Today’s emphasis on problem solving and communication in mathematics means, more than ever, that students must be skilled in using at least the basic language of mathematics. The language of mathematics includes specialized vocabulary and discourse features. It also incorporates “everyday vocabulary that takes on a different meaning in mathematics.
Science, on the other hand, is recognized as a highly communicative discipline, where language is central to the collaborative nature of scientific discourse. However, there is an established way of “talking science.” Language conventions are evident in the way we argue or debate in science; the way we offer hypotheses or communicate inferences; the way we negotiate meaning by questioning, paraphrasing, or elaborating during scientific discourse.
Students who are learning English as a new language, especially younger students, often have difficulty interpreting the meaning of logical connectors in mathematics and science discourse. Logical connectors are words or phrases, such as the words if, because, however, and consequently, that signal a logical relationship between parts of a text. In mathematics and science, logical connectors signal similarity or contradiction; cause and effect; reason and result; and chronological or logical sequence. Students who have trouble with logical connectors in a mathematical or scientific problem may be able to solve it when it is restated using a declarative sentence.
So, for that the teacher must enter academic vocabulary and use of language relevant to their content field in their instructions. besides detailing correspondence with the CCR Standard for English Language Arts and literacy, the ELP Standard for AE also includes correspondence with Mathematics andscience practice. teachers are expected to be able to teach in a more creative way to meet the needs of students in accordance with the demands of teaching, namely: Communicating, Collaborating, Critical Thinking, and Creative Thinking .

Essay UTS
“Academic language instruction should be incorporated into all content lessons, including mathematic and science”.

Mathematics and Science Classrooms Based on Inquiry and problem solving hold special promise and challenge for language minority students. Scientific inquiry and mathematical problem solving are suffused with talk: questioning, describing, explaining, hypothesizing, debating, clarifying, elaborating, and verifying and sharing results. While the language demands are significant, the potential is also strong that students will learn important English-language skills as well as science and math content.
Traditionally, mathematics has been thought of as an area with minimal language demands. In fact, mathematics and language are intricately connected language facilitates mathematical thinking . Today’s emphasis on problem solving and communication in mathematics means, more than ever, that students must be skilled in using at least the basic language of mathematics. The language of mathematics includes specialized vocabulary and discourse features. It also incorporates “everyday vocabulary that takes on a different meaning in mathematics.

Science, on the other hand, is recognized as a highly communicative discipline, where language is central to the collaborative nature of scientific discourse. However, there is an established way of “talking science.” Language conventions are evident in the way we argue or debate in science; the way we offer hypotheses or communicate inferences; the way we negotiate meaning by questioning, paraphrasing, or elaborating during scientific discourse.
Students who are learning English as a new language, especially younger students, often have difficulty interpreting the meaning of logical connectors in mathematics and science discourse. Logical connectors are words or phrases, such as the words if, because, however, and consequently, that signal a logical relationship between parts of a text. In mathematics and science, logical connectors signal similarity or contradiction; cause and effect; reason and result; and chronological or logical sequence. Students who have trouble with logical connectors in a mathematical or scientific problem may be able to solve it when it is restated using a declarative sentence.
So, for that the teacher must enter academic vocabulary and use of language relevant to their content field in their instructions.
besides detailing correspondence with the CCR Standard for English Language Arts and literacy, the ELP Standard for AE also includes correspondence with Mathematics andscience practice. teachers are expected to be able to teach in a more creative way to meet the needs of students in accordance with the demands of teaching, namely: Communicating, Collaborating, Critical Thinking, and Creative Thinking .

adult ELLs funds of knowledge are a resource for their learning the point means, what students have learned formally in the classroom as well as informally through their personal life experiences. A student’s background knowledge is the foundation upon which all learning is constructed. funds of knowledge as the skill that have been historically and culturally developed to enable an individual to function within a given culture, and then it is integrated between funds of knowledge and their learning. in ELLs activities, especially in their learning process each district or country they have different mind in learning knowledge and their culture too.

I choose point 1 : “Adult ELLs’ the potential to meet state-adopted challenging academic standards”.
English learning material for adults is certainly different from children. if children need to know English starting from the beginning, while adults have experience with English. the learning process of adults and children is not the same, because the ability of adults to absorb information is not only determined by the natural ability to learn, but is influenced by many factors such as lifestyle, emotions, physical functions and the need to learn. As for other factors namely, adults are independent individuals, adults are rich in life experience, adults want to be able to directly feel and apply learning outcomes to daily life. so,

ESSAY UTS
The learning processing of adults and children is not the sake, because the ability of adults to absorb information is not only determined by the natural ability to learn, but also influence by many factors such as life style, emotions, physical functions and the need to learn. Scientific research on the process of learning adults only began ini the early 1960s. Then in 1980 in his book the modern practice of adult education, Malcolm knowles introduced the term Androgogy to distinguish it from pedagogy. There are 3 basic potentials for adults learning, they are : how to learn English independently, how to learn English through life diving, and how to learn English for awareness of needs.
How to learn English independently. Given that adults are independent individuals, they can determine for themeselves what they will learn, when and how they learn. For that they need to know the purpose and results to be achieved from learning.
How to learn English through life diving. When compared to young children, adults have more life experience where this experience will greatly help them to understand new concepts and understandings. In addition, life experiences that different from one individual to another are a useful source of knowledge. Thus, the right technique in the process of learning and teaching adults is a technique that utilizes experience and encourages participation. The techniques included group discussions, case studies, simulations, and workshops.
And how to learn English for awareness of needs. Adults can only learn because of coercion from outside themeselves, for example because they are assigned by the office or ordered by superiors. But of course they will be more motivated to learn if they feel they need to learn (a need ti learn). According to Malcolm, learning is an internal process that is controlled by the individual himself and covers his entire life including intellectual abilities, emotions, and physical functions. In addition, psychology in learning is the process of fulfilling the needs and achievement of goals by studi. Thus adults are willing to devote energy and use existing resources to learn if they can see its relevance to achieving goals.
So, how to learn people’s English today that in every education for adults, there is a need for techniques or methods of learning that can involve students in diagnosing needs, arranging objectives and planning adults oriented direct application of learning on theories. Adults have a different time perspective with young children regarding the usefuluess of learning.

I choose point 2, “Adult ELLS represents a diverse student population”. I think adults show a big difference in their individual capacity to acquire language. Other languages ​​also vary, because in everyday life socializing with various cultures, languages. English is the unifying language in adult life, not only adults, English must also be learned from an early age. ELL students also prepare their careers and success in various ways. There are also many factors in EELS, which vary by ELL students. That means students will receive language
Support for English. Adult learning can teach the experience of formal and informal education in it
learn English. adults can learn from their experiences. Limited native language literacy can affect their English development. If adults do not have the opportunity to develop their basic skills in English, then they do not have to be able to enter college and also to pursue the desired career, and if you want to get a good job especially working abroad also TOEFL and IELTS Tests. So adults must prepare it for their career readiness.

ESSAY UTS
“Adult ELLS represents a diverse students populations of learners ”
Every individual can master mother tongue easily and use it fluently to communicate, because humans have the natural ability to learn languages. But this ability will not be the same if applied to mastering a foreign language.
Limited foreign language literacy can affect the development of their English.
The learning process of adults and children is not the same because the ability of adults to absorb information is not only determined by the natural ability to learn, but also influenced by many factors such as lifestyle, emotions, physical functions and the need to learn.
Adults are rich in life experiences, both formal and informal experiences. Life experiences that differ from one individual to another are a useful source of knowledge. Adults learn according to their needs, they learn to fulfill what they want.
Given that adults are independent individuals, they can determine for themselves what they will learn, when and how they learn.
For that they need to know the purpose and results to be achieved from learning.
Then, learning the language in my opinion is very useful. What is learned in junior high school is needed to enter high school, what is learned in high school is useful for preparing to enter university, and finally what is learned at the university is expected to help them to get good jobs and live successfully in the future.

I choosed no. 4
The social environment is very important in the process of acquiring English language. Social language can be obtained from parents and friends (the surrounding community). For adult ELLs, the language obtained from parents is not very influential in the process of acquiring English language. However, the language obtained from friends (the surrounding community) is very influential in the process of acquiring English language. For example, Indonesian adult ELLs who live in London will be fluent in English quickly than adult ELLs who live in Indonesia despite having regular English language learning groups.

ESSAY UTS
The quality of the social language environment is very important for ELLs’ to be successful in learning English. The social environment of the language is everything that is heard and seen by the learners in the English language. The acquisition of language through this social environment is a natural acquisition. Acquisitions that occur in daily communication, free from teaching or teacher. There is no uniformity of way. Each individual acquires the language in its own way. Interaction demands language communication and encourages language acquisition.
Language acquisition demands meaningful interactions in the target language which is the container for the speakers noticing their form of speech but the messages they convey and they understand. Improvements to errors and the teaching of explicit rules are not relevant to language acquisition, but native speakers can alter and restrict their speeches to acquirers to help them understand it. These modifications are the mind to assist the procurement process. In the process of acquiring language, there are some very important fundamental points: (1) language learning is people, (2) learning languages are people in dynamic interactions, and (3) learning languages are: people in the responsiveness.

NEW ESSAY UTS
The quality of the social language environment is very important for ELLs’ to be successful in learning English. The social environment of the language is everything that is heard and seen by the learners in the English language. The acquisition of language through this social environment is a natural acquisition. Acquisitions that occur in daily communication, free from teaching or teacher. There is no uniformity of way. Each individual acquires the language in its own way. Interaction demands language communication and encourages language acquisition.
Language acquisition demands meaningful interactions in the target language which is the container for the speakers noticing their form of speech but the messages they convey and they understand. Improvements to errors and the teaching of explicit rules are not relevant to language acquisition, but native speakers can alter and restrict their speeches to acquirers to help them understand it. These modifications are the mind to assist the procurement process. In the process of acquiring language, there are some very important fundamental points: (1) language learning is people, (2) learning languages ​​are people in dynamic interactions, and (3) learning languages ​​are: people in the responsiveness.
Matters relating to the social environment of the language include: the language used by peers, the language of caregivers or parents, the language used by members of the ethnic group of learners, the language used by mass media, the language of the teachers both in class and outside the classroom . In general it can be said that this environment is very influential on the learning outcomes of language learners.
The results of research by Milon (1977) and Plann (1977) show that peer language has more influence than the language of the teacher. Therefore, according to Dulay (1986), what is very important in language learning is providing a peer model in the language being studied. Regarding teacher language, according to Krashen (1987: 5), is similar to the language of caregivers.
In the informal environment that is expected is the ability or mastery of various informal languages ​​to be used in situations or informal needs. Informal language skills are preferred to formal language skills because the opportunity to speak informal languages ​​is much broader than the opportunity to speak formally.

I choose point’ 3. The point means, what students have learned formally in the classroom as well as informally through their personal life experiences. A student’s background knowledge is the foundation upon which all learning is constructed. For students at any grade level, Linking to students’ personal life experiences is beneficial for a number of reasons. It can help students find meaning in content learning, and linking to an experience can provide clarity and promote retention of the learning. Relating content to students’ personal lives and experiences also serves the purpose of validating students’ lives, culture and experiences.” Adult Ell’s of knowledge are a source for their learning” the point means that the knowledge of major adult Ells is a source of their learning. In each country, they have different ages and motivation in learning and knowledge.

Essay UTS
Bismillahirrahmanirrahim
Adult ELL’s funds of knowledge are a resource for their learning”.
English is a language that is important by all of human in the world, because inglis is international language that we can use wherever and whenever we go, this is one of the factors that makes people compete to learn English.
Ell’s adult knowledge is a source for their learning which means that adult Ells’ knowledge has an important influence on their mindset, how they interact, learn to improve their knowledge and patterns of language. As a language learner we are equally aware of the importance of Ells’ adult knowledge in the everyday language learning process. If ELL can choose the right environment that uses the same ELLS adult knowledge and has the same goals to improve mastery of English, so that it can be easily achieved because they are accustomed to saying, listening and seeing.
However, if ELL chooses an environment that does not use the same adult ELLS knowledge, it will make it difficult for them to improve their mastery of English.
Many English Language Learners (ELL) have diverse cultural and educational backgrounds with a wide range of background knowledge related to any particular topic. At the secondary level, there may be students with a high level of academic schooling in their native language. There also may be students who have experience interrupted formal schooling, or there may be students with little or no academic schooling. Just as there is no one kind of student, there is no one kind of ELL student, so educators must determine how to adjust materials and instruction for each ELL student.
Nowday, English language enthusiast is not only young ELLs’ but also adult ELLs’ do not want to miss, because they know English is needed especially for his career. No exception in Indonesia currently the largest population in learning English is adult ELLs’. In this case, found of knowladge for ELLs’ are connected with the background of the ELLs’.
In the social language, ELL’s can learn from historically and culturally by learners. We know funds of knowledge that have been historically and culturally developed to enable an individual or household to unction within a given culture and argue, linking to students’ personal life experiences is beneficial for a number of reasons. It can help students find meaning in content learning,and linking to an experiences can provide clarity and promote retention of the learning. Beside that, student’s background of knowledge is the foundation upon which all learning is constructed.
Furthermore, the learners not only can learn English language in their classroom before, but in social lie they can improve their English too. like examples, the learners can learning ELL’s from watching television, listening the radio, read a newspaper or magazine, or others that cultural from our country. Students have learned formally in the classroom as well as informally through their personal life experiences.
From the explanation above we can conclude that, learning ELL’s can be resource from funds of knowledge informal, background of ELLs’ historycally and culturically learners’ or formal In the classroom activities.
Thank you 🙂

I choose point 4.
” Social language has an important role in ELLs’ English language acquisition process”
From that point we can know Social language is one way to know English language as a second language and it is important, Mastery of the second language is very important in human life. It is related to the need to interact with other humans who have different languages. Community social members who of course will learn the language of other people in order to interact well. As for this second language, it needs to be mastered by humans not only for the sake of interacting with other humans, but also to fulfill other needs such as studying science

Language is the most essential communication tool for humans. The language possessed by humans is so dynamic that it continues to grow over time. In everyday life, humans use language as a means to express their thoughts, socialize, and fulfill their life’s desires. Therefore, it can be said that language is the basic need of every human being.
Even language is considered as something special, because language is a human means of thinking which is the initial source of human gain understanding and knowledge. As a symbol of understanding, language has enabled humans to understand what’s around them, and to deliver them to have knowledge and expertise.
The term acquisition is the process where language is acquired as a result of natural and largely random exposure to language while the term learning is the process where the exposure is structured through language teaching. In other word, that acquisition and learning were synonymous with informal and formal language learning context.

Although language acquisition and learning has different essence but has similarities in the process.
Its Practice, both acquisition and learning is essentially the formation of language habits so that he has language skills that are carried out through a series of language practices.

Imitating, imitating activities (imitation) also applies to the acquisition and learning of languages. Imitation is both from the aspect of sound, sentence, and method of using it (context).

I choose point 10. ” Academic language instruction should be incorporated into all content lessons, including mathematics and science “. The point means that if like to study mathematics and science you definitely want to know the science deeply, like buying the books. because in education not only the language we learn, other learning also needs to be like mathematics and science. well the books will contain contents about foreign languages, one of them is English. if you don’t understand in English you will find it difficult to understand the contents of the book. because mathematics and science are international sciences. So, we must to understand English Language ( academic ), because then we can be fluent in following each subject, especially mathematics and science.

Yulia weni
Tbi c
From the past until now, mathematics has become a subject that must be mastered by students. The weight of this lesson in elementary school until middle school is of high priority when compared to other lessons. There are many reasons that underlie this, one of which is because mathematics is the foundation of science which is a tool for other branches of science such as physics, chemistry, statistics and engineering. And science can be of no use to someone if it is studied in the wrong way; Memorizing formulas without understanding concepts, memorizing various methods for working on problems, etc. is one example of a mistake in science meetings.
But science can also be very very close to someone’s life if we can ask for scientific thinking methods in asking for information that we receive.
A theory about science must be supported by strong evidence. Between theories with one another must be compatible, there must be no contradiction. Likewise compilation is proposed by a new hypothesis. An event can be predicted by deducing from a known theory. The correlation between two events or more can be seen from statistical data and so on.
The process of learning science correctly will teach us to use logical principles in making the information we get right or wrong. This training process will sharpen our sharpness in critical thinking and using logic

ESSAY UTS
From the past until now, mathematics has become a subject that must be mastered by students. The weight of this lesson in elementary school until middle school is of high priority when compared to other lessons. There are many reasons that underlie this, one of which is because mathematics is the foundation of science which is a tool for other branches of science such as physics, chemistry, statistics and engineering. And science can be of no use to someone if it is studied in the wrong way; Memorizing formulas without understanding concepts, memorizing various methods for working on problems, etc. is one example of a mistake in science meetings.
But science can also be very very close to someone’s life if we can ask for scientific thinking methods in asking for information that we receive.
A theory about science must be supported by strong evidence. Between theories with one another must be compatible, there must be no contradiction. Likewise compilation is proposed by a new hypothesis. An event can be predicted by deducing from a known theory. The correlation between two events or more can be seen from statistical data and so on.
The process of learning science correctly will teach us to use logical principles in making the information we get right or wrong. This training process will sharpen our sharpness in critical thinking and using logic

I choose point 8 : “ELLs with disabilities have spesific instructional needs”. It means a teacher who teach with disabilities inclusion settings must have knowledge about it.
Get to know as much as possible about each student ,The teacher can learn about each student’s background,

Essay UTS
ELLs with disabilities have specific instructional needs.
Todat teachers know more about both ELLs and special education than ever before, yet . The combination of ELLs with various special need poses unique issues with instruction
While the above profiles provide a broad understanding of what teachers face when considering ELLs with special needs there are some spesific factors. That impact identification and placement : some ELLs have had little schooling in there native language. Let alone english, ELLs may be able to speak english but not write it or perhaps even vice versa. Due to various experiences with language learning back home.
To support ELLs with special needs. When teacher suspect that ELLs. Have special need beyond their languange proficiency issue, they can take the following steps to help there students collaborate with special education anf ESL teacher for both additional knowledge and support , gather information on ELLs backgrounds that could point todifferences in prior schooling or cultura expectation

I choose point 7. ” scaffolding is an esenttial tool to facilate ELLs acquisition of language and content”. The point that means a Scaffolding is the term given to the provision of appropriate assistance to students in order that they may achieve what alone would have been too difficult for them. scaffolding is support that includes images and words that can be seen as well as heard. scaffolding is an excellent way to provide comprehensible input to ESL students so that not only will they learn the essential subject content but also they will make progress in their acquisition of English. Scaffolding techniques when used strategically and correctly does take time, but it is well worth it! Through scaffolding, English Language Learners are given the opportunity and the necessary support to acquire language while meeting rigorous academic standards.Here are some benefits of scaffolded instruction: Students experience a supportive learning environment
Students feel free to ask questions, provide feedback, and support their peers , Teachers become facilitators of knowledge rather than content “experts”, Students take a more active role in learning, Students are able to take ownership of the learning and their classroom as a community of learners.

ESSAY UTS
Adult ELL’s represent a diverse population of learners. The point means that Instructing adult English language learners (ELLs) can be both an exciting and overwhelming adventure. These classrooms are diverse learning environments full of motivated individuals from all walks of life with a common goal of mastering the English language. Especially in indonesia people who knows english dominate by adult. English very important . There are some reason why english so important for english education. Tey are, English is the official langunge of 53 countries ,the requirement to continue the study,Improve quality of life.

First, english is the official language of 53 countries , The English language is in no danger of becoming extinct anytime soon, nor is it in danger of losing its spot as one of the world’s most spoken and global languages. New words may come and go, but the English language seems like it will be globally strong into the very the distant future. Be serious in learning english, especially for adult education because english very important.

Second , the requirement to continue the study, adult learn about language it is very important to continued their education.is essential that you speak, read and write English well. You must have passed an English language test. IELTS and TOEFL are commonly accepted.

The last but not least , improve quality of life. Surround yourself in English. Put yourself in an all English speaking environment where you can learn passively. The best way to learn is through speaking.Practise every day. Make yourself a study plan. Decide how much time a week you are going to spend studying and stick to it. Establish a routine.

In the conclusion, all of us know if english having advantages especially for adult education. For adult ELLs, making connections between the classroom and their real world is key. They’re looking to gain knowledge that they can immediately implement in their everyday lives. So, keep your lesson plans practical and applicable. Dont be shy about learning english. All of people can speak english eventhough it is dominated by adult.

I choose point 8 “ELLs with disabilities have specific instructional needs”. I think at present, learning English must be evenly distributed to all people. Not only for normal people, but people with special needs must also learn English. In this case, teachers who are creative and highly motivated in teaching are needed.this is certainly a big challenge for the teacher, because he must have various techniques and unusual teaching strategies. In addition, the learning media used must also be more creative and in accordance with their needs so that knowledge can be transferred properly.

I choose point 3: “Adult ELLs’ funds of knowledge are a resource for their learning”. The point means that In the development of education today it can easily be said that the problem of financing is a problem that is quite complicated to think about by education managers. Because the problem of financing education will involve the problem of educators, learning processes, infrastructure, marketing and other aspects related to financial problems. The financing function cannot be separated from other functions in school management. Therefore it can be said that financing is a central problem in the management of educational activities. The inability of an institution to provide costs, will hinder the teaching and learning process.

Essay UTS
Planning for the future is very important, such as preparing education funds for children, for example, if not properly prepared. Certainly, every parent will always be troubled when entering the new school year, here are four reasons for the importance of preparing education funds.
Parents can assume that their income is safe now considering the current economic situation. So they are sure that if the child enters school later, the funds will be available. However, if the economic situation declines, it is not impossible that parents’ income will decrease or even stop so that the education fund for the child may not be ready if needed.
Physical Humans Are Not Always Healthy
Don’t assume that physical humans will always be healthy to be able to continue working and earning income. If you do not save and prepare children’s education funds from now on, then if someday your physique does not allow you to continue working, do not expect educational funds for your child to be available.
The cost of education is one of the most important elements in the sector of educational institutions such as schools, both schools managed by the government (National schools) and also schools managed by the community itself (private schools) managed by foundations or certain educational institutions. Education costs that are rotating and being used must be managed and recorded properly so that the cost of education can streamline and streamline the learning process in schools and and various school programs. Financing well-organized education will be able to optimize education services for its consumers both internal consumers such as teachers, students, staff, and employees involved and external consumers such as the community, parents, and government.

I choose point 3 “Adult Ell’s of knowledge are a source for their learning” the point means that the knowledge are connected with the background of the ELLs. Students need to connect with literature on three basic levels: text to text, text to self, and self to the world. All students bring something to the classroom. Becoming familiar with the backgrounds and/or prior knowledge of ELL students allows a teacher to engage students in literacy experiences that connect with their diverse backgrounds, thereby building on this knowledge”. Most interesting about the visualization that takes place as we read, is that the pictures in our minds reflect our own experiences. We connect what we read to our context, and we comprehend new ideas more deeply if we can relate to them.

English is a language that is important by all of human in the world, because inglis is international language that we can use wherever and whenever we go, this is one of the factors that makes people compete to learn English. Nowday, English language enthusiast is not only young ELLs’ but also adult ELLs’ do not want to miss, because they know English is needed especially for his career. No exception in Indonesia currently the largest population in learning English is adult ELLs’. In this case, found of knowladge for ELLs’ are connected with the background of the ELLs’.
In the social language, ELL’s can learn from historically and culturally by learners. We know funds of knowledge that have been historically and culturally developed to enable an individual or household to unction within a given culture and argue, linking to students’ personal life experiences is beneficial for a number of reasons. It can help students find meaning in content learning,and linking to an experiences can provide clarity and promote retention of the learning. Beside that, student’s background of knowledge is the foundation upon which all learning is constructed.
ELLs’ activities, especially in their learning process each district or country they have different mind in learning knowledge and their culture to. many students who get new experiences in their personal lives, and also can change their thinking patterns that initially did not know to be known. so that this can improve the quality of students themselves. students at any grade level, Linking to students’ personal life experiences is beneficial for a number of reasons. It can help students find meaning in content learning, and linking to an experience can provide clarity and promote retention of the learning. Relating content to students’ personal lives and experiences also serves the purpose of validating students’ lives, culture and experiences.
Furthermore, the learners not only can learn English language in their classroom before, but in social lie they can improve their English too. like examples, the learners can learning ELL’s from watching television, listening the radio, read a newspaper or magazine, or others that cultural from our country. Students have learned formally in the classroom as well as informally through their personal life experiences. From this statement we can conclude that, learning ELL’s can be resource from funds of knowledge informal (background of ELLs’: historycally and culturically learners’) or formal (In the classroom) activities.

English is a language that is important by all of human in the world, because inglis is international language that we can use wherever and whenever we go, this is one of the factors that makes people compete to learn English. Nowday, English language enthusiast is not only young ELLs’ but also adult ELLs’ do not want to miss, because they know English is needed especially for his career. No exception in Indonesia currently the largest population in learning English is adult ELLs’. In this case, found of knowladge for ELLs’ are connected with the background of the ELLs’.
In the social language, ELL’s can learn from historically and culturally by learners. We know funds of knowledge that have been historically and culturally developed to enable an individual or household to unction within a given culture and argue, linking to students’ personal life experiences is beneficial for a number of reasons. It can help students find meaning in content learning,and linking to an experiences can provide clarity and promote retention of the learning. Beside that, student’s background of knowledge is the foundation upon which all learning is constructed.
ELLs’ activities, especially in their learning process each district or country they have different mind in learning knowledge and their culture to. many students who get new experiences in their personal lives, and also can change their thinking patterns that initially did not know to be known. so that this can improve the quality of students themselves. students at any grade level, Linking to students’ personal life experiences is beneficial for a number of reasons. It can help students find meaning in content learning, and linking to an experience can provide clarity and promote retention of the learning. Relating content to students’ personal lives and experiences also serves the purpose of validating students’ lives, culture and experiences.
Furthermore, the learners not only can learn English language in their classroom before, but in social lie they can improve their English too. like examples, the learners can learning ELL’s from watching television, listening the radio, read a newspaper or magazine, or others that cultural from our country. Students have learned formally in the classroom as well as informally through their personal life experiences. From this statement we can conclude that, learning ELL’s can be resource from funds of knowledge informal (background of ELLs’: historycally and culturically learners’) or formal (In the classroom) activities.

Essay UTS
“Adult ELL’s funds of knowledge are a resource for their learning”.
English is a language that is important by all of human in the world, because inglis is international language that we can use wherever and whenever we go, this is one of the factors that makes people compete to learn English. Nowday, English language enthusiast is not only young ELLs’ but also adult ELLs’ do not want to miss, because they know English is needed especially for his career. No exception in Indonesia currently the largest population in learning English is adult ELLs’. In this case, found of knowladge for ELLs’ are connected with the background of the ELLs’.
In the social language, ELL’s can learn from historically and culturally by learners. We know funds of knowledge that have been historically and culturally developed to enable an individual or household to unction within a given culture and argue, linking to students’ personal life experiences is beneficial for a number of reasons. It can help students find meaning in content learning,and linking to an experiences can provide clarity and promote retention of the learning. Beside that, student’s background of knowledge is the foundation upon which all learning is constructed.
ELLs’ activities, especially in their learning process each district or country they have different mind in learning knowledge and their culture to. many students who get new experiences in their personal lives, and also can change their thinking patterns that initially did not know to be known. so that this can improve the quality of students themselves. students at any grade level, Linking to students’ personal life experiences is beneficial for a number of reasons. It can help students find meaning in content learning, and linking to an experience can provide clarity and promote retention of the learning. Relating content to students’ personal lives and experiences also serves the purpose of validating students’ lives, culture and experiences.
Furthermore, the learners not only can learn English language in their classroom before, but in social lie they can improve their English too. like examples, the learners can learning ELL’s from watching television, listening the radio, read a newspaper or magazine, or others that cultural from our country. Students have learned formally in the classroom as well as informally through their personal life experiences. From this statement we can conclude that, learning ELL’s can be resource from funds of knowledge informal (background of ELLs’: historycally and culturically learners’) or formal (In the classroom) activities.

I chose point 8 “ELL people with disabilities have special gradual teaching needs. In my opinion Patients with special needs have more limitations than normal people so they need special guidance or learning methods. They can be trained to get along and capture information in the surrounding environment. while aware of the limitations they have, so in point 8, it is stated that people with special needs need special guidance or special learning methods and encouragement that can arouse learning spirit than normal people.

Essay UTS
People with disabilities or children with special needs are children who in teaching require specific services, different from normal children in general. Children with special needs need special forms of service tailored to their abilities and potential, for example for the visually impaired they need modification of reading texts into writing arising and deaf communicating using sign language (body language). language, it turns out that the acquisition and use of language is still developing. Of course with normal conditions (no interference). Persons with disabilities or those with special needs experience barriers to acquisition and use of the language, and develop naturally only, they will experience emotional disturbances.
Likewise in children who are deaf or hearing impaired, they are certainly hampered in language acquisition and use. Even not only on his emotions, on daily behaviors, sometimes showing behavior such as mentally retarded children and very low learning achievement. But for these children, along with the maturity of their emotional development, they have more emotional control.
Therefore the problem of language acquisition and its use is often associated with intellectual development so that many professionals equate the understanding of children who experience hearing loss with mentally retarded children.
So that the barriers to the acquisition and use of this language cause confusion in the education service system for children who experience hearing loss with mentally retarded children. They are often mixed mixed, even though it is a different condition. that children who have hearing loss are in two service institutions, namely (1) are in schools and special classes of deaf children (2) are in institutions for children and adults who are mentally retarded. in schools for deaf children must be provided a room / service for children who experience mentally retarded students to be able to train.

Even though children who experience hearing loss often display mental retardation, the child is not mentally retarded. Children who experience hearing loss after obtaining treatment to improve mastery and language use will show increased learning achievement, have better communication skills and have good adaptive behavior and emotional control.

So the main discussion in this paper is to emphasize that deaf children who experience mental retardation are not classified as mentally retarded children. In addition, this paper also argues that too often experts who have no knowledge of communication disorders assume that language disorders and speech problems are the main characteristics of mentally retarded children. But both require handling language disorders.
For that part of children who have special needs need to be given special handling in the use of language.

Essay UTS
People with disabilities or children with special needs are children who in teaching require specific services, different from normal children in general. Children with special needs need special forms of service tailored to their abilities and potential, for example for the visually impaired they need modification of reading texts into writing arising and deaf communicating using sign language (body language). language, it turns out that the acquisition and use of language is still developing. Of course with normal conditions (no interference). Persons with disabilities or those with special needs experience barriers to acquisition and use of the language, and develop naturally only, they will experience emotional disturbances.
Likewise in children who are deaf or hearing impaired, they are certainly hampered in language acquisition and use. Even not only on his emotions, on daily behaviors, sometimes showing behavior such as mentally retarded children and very low learning achievement. But for these children, along with the maturity of their emotional development, they have more emotional control.
Therefore the problem of language acquisition and its use is often associated with intellectual development so that many professionals equate the understanding of children who experience hearing loss with mentally retarded children.
So that the barriers to the acquisition and use of this language cause confusion in the education service system for children who experience hearing loss with mentally retarded children. They are often mixed mixed, even though it is a different condition. that children who have hearing loss are in two service institutions, namely (1) are in schools and special classes of deaf children (2) are in institutions for children and adults who are mentally retarded. in schools for deaf children must be provided a room / service for children who experience mentally retarded students to be able to train.

Even though children who experience hearing loss often display mental retardation, the child is not mentally retarded. Children who experience hearing loss after obtaining treatment to improve mastery and language use will show increased learning achievement, have better communication skills and have good adaptive behavior and emotional control.

So the main discussion in this paper is to emphasize that deaf children who experience mental retardation are not classified as mentally retarded children. In addition, this paper also argues that too often experts who have no knowledge of communication disorders assume that language disorders and speech problems are the main characteristics of mentally retarded children. But both require handling language disorders.
For that part of children who have special needs need to be given special handling in the use of language.

At present, learning English must be evenly distributed to all people. Not only for normal people, but people with special needs must also learn English. In this case, teachers who are creative and highly motivated in teaching are needed.this is certainly a big challenge for the teacher, because he must have various techniques and unusual teaching strategies. In addition, the learning media used must also be more creative and in accordance with their needs so that knowledge can be transferred properly.

I choose point 1. “Adult ELLs have the potential to meet state-adopted challenging academic standards. The point means adult ELLs for adults education will receive the focused and effective instruction they need to access states’ academic content standards. Academic content standard are used to prepare for college and careers require that student are able to perform complex language functions. So, adults ELLs have some percent potential to meet state-adopted challenging academic standard based on experience that they have get and knowledge or skill that will they need for they achived carrers goals. When the language demands inherent in state-adopted academic content standards are understood, more effective instruction can be delivered to adult ELLs.

Essay UTS
Nowsday learning english is something important to do, because english is an international language. Moreover in more country english used as a second language and the other country used as foreign langiage.
Adult ELLs is the people that have learning english before and have built their background knowledge about it. The knowledge will used to achieve their goals. Also in the classroom adult ELLs sure will meet state-adopted challenging academic content standards. It is used to prepare for college and carreers require that student are able to perform complex languange function accross disciplines. Adults of ELLs will receive the focused and effective instruction that they need to accsess state acadekic content standards. However, many english language skill in the classroom may not be enough preparing adult ELLs with regard to instructional advances required by standards based academic content.
To acquire the knowledge and language skill required to meet these goals, ELLs need accsess to challenging, level appropriate curriculum and material. They also need extensive exposure to authentic languange and meaningful oppurtunities to practice the language.
Based on their experience they will overvome the state-adopted challenging academic content standarda easier, because the adult ELLs have background knowledge before that will make they to overcome the academic content standards. Adult ELLs not should learning english from the begin but they just need to improve their english skill or knowledge and make it perfect. Thus, it can make to pass the academic standards.
So, adults ELLs have some percent potential to meet state adopted challenging academic standards based on experience that they had get and knowledge or skill that will they need for they achieved carreer goals. When the language demands inherent in state-adopted academic content standards are understood, more affective instruction can be deliveres to adult ELLs

i choose point 8 “ELLS with disabilities have specific instructional needs”. For me, In every country it has teaching for people with special needs. For example, even though some of them have a poor sense of hearing, it can all be overcome by the hearing aids they have. specific instructional for people with disabilities does not mean that teaching is different for them but the same teaching is given to them.

Essay UTS
People with disabilities need teaching that requires special ways to do it. All are intended for teachers who are experienced in their fields.
With teaching that is in accordance with ELLs, good goals are expected and good benefits will be achieved.

I choose point 8: ELLs with disabilities have spesific intructional needs. The point means that an Learning English for children with special needs is the same as children in general, except that we must see how the ability of children with these needs is in the classroom. If the ability is different from friends in their class, for example, their ability is lacking or excessive means that as an English teacher must have their own strategies in learning, for example using an optimal learning method to use interesting learning media that can improve children’s knowledge in English.
The learning process for children with special needs in a classic class setting is certainly different. As a teacher, we should know how to teach understand how the child is in the class then and how we anticipate how the material we the extent to which the child understands English. English is not taught in elemantary school level as formal education its start from junior high school and the curriculum that has been applied is a curriculum who has be taught for the students. Suppose the ability of a child is low means that the assessment given must be in accordance with the child’s condition.

Essay UTS
ELL with disabilities has specific intructional needs. The point is that Learning English for children with special needs is the same as children in general, except that we have to see how the ability of children with these needs in the classroom. If their abilities differ from those of their classmates, for example, their abilities are lacking or excessive means that as an English teacher must have their own learning strategies, for example using optimal learning methods to use interesting learning media that can improve children knowledge in English.
The learning process for children with special needs in a classic classroom atmosphere is certainly different. As a teacher, we must know how to teach to understand how the child is in class at that time and how we anticipate how our material is to what extent the child understands English. English is not taught at the secondary school level because formal education starts from junior high school and the curriculum that has been applied is the curriculum that has been taught for students. Suppose the ability of a child is low means that the assessment given must be in accordance with the child’s condition.
Learning methods in students with special needs can use a variety of different methods in each student according to their limitations. If students who have problems with hearing, can use the visual learning method. Whereas students who have vision problems can use the auditory method.
Learning in children with special needs is generally the same as other children except in the method used to adjust to the child’s condition. As educators need to know the methods that are suitable and interesting for students.

English is the language that is most in demand by all people around the world. This is because English is one of the most used languages on various occasions, this is one of the factors that makes people compete to learn English. Now this English language enthusiast is not only young ELLs’ but also adult ELLs’ do not want to miss, because they know English is needed especially for his career. No exception in Indonesia currently the largest population in learning English is adult ELLs’.

I choose point 2 : “Adult ELL’s represent a diverse population of learners.” Today, English as an international language (EIL) is of increasing importance in international communication, business, the media, and pop culture. They have also gained importance in research journals and in such fields as civil aviation. Broad estimates of the number of people studying English are extremely large, and this number is growing, particularly among young adults. Graddol (2006) suggests that current trends may result in a spike of some two billion English language learners in the next 10 to 15 years, and he envisions a time when English language ability may well become a baseline skill in countries where English is taught as a foreign language today. Accordingly, English language education has assumed greater importance in adult education.
Adult language learners are goal oriented and direct their learning to fulfill particular needs or demands: to advance their studies, to progress up the career ladder, to follow business opportunities, to pass a driving test, to assist their children with homework, or simply to be successful users of the language. They usually require immediate value and relevance from their studies, and they often learn best when they are engaged in developing their own learning objectives. As language learners, adults have multifaceted identities in their dynamic and changing lives. They can usually communicate confidently and effectively in their first language (L1) and may code switch between several other languages. They may be immigrants or international students, professionals, workers, or refugees.
Research has also shown that adult learners have greater cognitive and linguistic capabilities and conceptual complexity than younger learners (Robinson, 2005), although these capabilities may vary from learner to learner. In addition, adults are able to discuss their learning styles and strategies. Since publication of Skehan’s (1989) influential work, adult language learner traits, learning styles, and strategies have been reconsidered alongside developments in cognitive and educational psychology, aptitude, motivation, and SLA. Learning styles and learning strategies are problematic concepts because there are many different typologies that overlap with each other and with personality. However, adult language learners can employ strategies to monitor and evaluate their own learning during a particular task. Both in the community and in the classroom, adult language learners need an accepting, secure, and supportive environment that engages them. So the teacher must foster in students a willingness to cooperate and collaborate with each other. By listening actively, eliciting and asking questions, and sharing opinions, students learn together and develop into a cohesive group.
As has been described above that the population of adult learners increasingly growing alone. They desperately need ELL’s for various things in their lives, whether for school, business, or job. The enormous population of adult learners is certainly very influential in the development of English language learning as well. The current population of adult learners can not be under estimated, they have a fairly large amount. Otherwise it is pretty much diversity in the show by adult learners today both in terms of learning styles, motivation to learn, up to their final destination to learn English.

I choose ponit 8: ELLs with disabilities have spesific intructional needs. The point means that an Learning English for children with special needs is the same as children in general, except that we must see how the ability of children with these needs is in the classroom. If the ability is different from friends in their class, for example, their ability is lacking or excessive means that as an English teacher must have their own strategies in learning, for example using an optimal learning method to use interesting learning media that can improve children’s knowledge in English.
The learning process for children with special needs in a classic class setting is certainly different. As a teacher, we should know how to teach understand how the child is in the class then and how we anticipate how the material we the extent to which the child understands English. English is not taught in elemantary school level as formal education its start from junior high school and the curriculum that has been applied is a curriculum who has be taught for the students. Suppose the ability of a child is low means that the assessment given must be in accordance with the child’s condition.

I choose point 3 ” adult ELLs funds of knowledge are a resource for their learning. The point means that their learning resources can be obtained in various ways. One of them is from the knowledge of the students themselves. This knowledge can help students or can be associated with various aspects of learning

Essay UTS
Funds of knowledge is an approach to curriculum
development and teaching; it refers to the bodies of
knowledge developed socially and historically by
Latina/o households.
It includes
a positive view of households as containing ample
cultural and cognitive resources that can be used
for classroom instruction. Moll and colleagues presented
households as the primary unit of analysis; they
suggested developing strong relationships among
teachers-students-families, in school–university
partnerships, and through the use of ethnographic
methods of inquiry.A funds-of-knowledge approach to adult learning
and teaching employs culturally relevant processes
to enhance the work and life trajectories of learners
(Zanoni, 2007), disrupting deficit perspectives that
envision learners as lacking in language and culture.
Instructors shift attention toward what learners bring
with them to the education process and intentionally
coconstruct knowledge with the learners.
Baker (2005) explained that a funds-of-knowledge
approach requires looking at what learners can do as
whole persons (e.g., their histories, identities, learning
experiences, attitudes, values), rather than simply
trying to add new skills onto old ones. We have to
keep in mind that not all student-learning experiences
are positive. Using a funds-of-knowledge approach
requires investigating what our students are doing
outside the classroom to learn and practice English.

I choose point 8. “ELL’s with disabilitas have specific intructional needs”. The point means that these are among the reason that it can be challenging to identify second language learners who have learning or communication disabilities that qualify them for services under the individual with Disabilities Education act (IDEA).

I choose point 3. ” Adult ELLS funds of knowledge are a resourse for their learning”. The point means that knowledge is very related to adult Ell’s because learning requires ectensive knowlwdge . Knowledge combination of data and imformation, to which is added expert opinion, skill, and experience. Learning is the way we absorb and generate knowledge and improve ourselves.

Essay uts
ELLs have diverse cultural and educational background with a wide range of knowledge related to any particular topic. At the secendary level, there may be students with a high level of acadrmic schooling in their native language.
There also may be students who have experience interrupted formal schooling or there may be students with litle or no academic schooling. Just as there is no one kind of students, there is no one kind of ELLs students, so educators must determine how to adjust materials and intruction for each ELLs student.

I choose point 4, “social language has an important role in ELLs english language acquisition process” it means Whether we realize it or not, humans are social beings who need other people and are established by others in life. of course, language is included in our social environment. because we talk to each other. for example, a child can speak English because parents and other people use English. adults can also speak English if he studies and moves to a country whose native language is English. although it might take quite a while. so in my opinion it is very important to learn English for adults in a place where English is always used around it.

Language acquisition is the process of learning a native or a second language. Although how ELLs learn to speak is not perfectly understood, most explanations involve both the observation that ELLs copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. ELLs usually learn the sounds and vocabulary of their native language through imitation, and grammar is seldom taught to them; that they rapidly acquire the ability to speak grammatically. This supports the theory of Noam Chomsky (1959), Adults learning a second language pass through some of the same stages, as do children learning their native language.
The role of the environment here is where as a place or means for ELLs to express and apply the use of English that has been learned in communicating in everyday life. The environment will greatly influence the motivation of students to improve their abilities, especially speaking ability, where speaking skill is one of the abilities that can determine the extent of our knowledge about the application of English itself. This is because when learning a language, the most important thing in language learning is the practice of using the language itself by referring to the purpose of language learning, that is, being able to use the language into everyday language. Therefore, environmental factors greatly determine the interest and motivation of improving speaking skills.
Whether or not the environment is effective will affect the ability of ELLs to apply English as their communication language. A conducive environment in which the environment supports ELLs in using English as their communication language will be able to increase ELLs’ motivation in encouraging themselves to use English more in their daily lives.
The effectiveness of an environment greatly influences the motivation of ELLs to improve their speaking skills in English. This is because language learning requires not only a theory, but the most important thing is that they are able to practice and use it in their daily lives, so that the goals of learning English itself can be achieved well. One way to achieve this goal is to make English language a daily language that will always be used in interacting with others. Making use of English into habituation for them must be accompanied by an effort to eliminate fear and shame in speaking in English, which there are families, or friends who play a role in this matter must provide motivation to them so that they will grow courage in themselves to always use English in speaking.
Then, eliminating their perception of grammar when they use English, in this case the environment must support every progress and let them speak in English without having to blame or laugh at them. Thus, the effectiveness of the environment will be able to increase the motivation of ELLs to be more enthusiastic in speaking English and able to become English as their second language.

I choose point 8 : “ELLs with disabilities have spesific instructional needs”. The point means that an English teacher who teach children with disabilities inclusion settings must have knowledge ,
Get to know as much as possible about each student ,ELLs represent a wide range of academic skills, interests, languages, English language proficiency levels, and cultures.The more a teacher can learn about each student’s background, the better prepared s/he isto provide appropriate instruction for that student.Have high expectations for all students ,Content should not be “watered down” for students who are still developing English language skills.Creative teachers think of ways to help students understand key material and “show what they know” in ways that match their language proficiency levels.

Essay UTS
education is very important for everyone. There are several ways that can be done to help ELL with this disability. First, educational institutions or we call them universities, must pick up prospective students to enter the selection process. In addition, there are friends for ELL students with this disability. Like, ELL is deaf, so you have to provide a translator and sign language translator. Then, there are facilities to support learning such as screen readers for ELL blind people, devices that are used to convert digital documents into sound forms. All of that will greatly help ELL with disabilities to understand the language he learned, that every person born is imperfect and has deficiencies, one of which is a deficiency that we can see physically and mentally, but those with disabilities have special needs also have rights to learn English as long as they are capable and there is no compulsion from anything so as not to burden even though they are not the same as other normal students. as long as they want to learn why not because it’s deep because they need attention and support from their family and friends. In addition, educators must use different methods, techniques, and strategies in teaching, so that people with disabilities can receive lessons well.
Students fail at school for various reasons. In some cases, their academic difficulties can be directly linked to deficiencies in the teaching and learning environment. For example, students with limited English might fail because they do not have effective bilingual or English language (ESL) teaching access.
Students from lower socioeconomic backgrounds may experience difficulties if instruction assumes middle class experience. Other students may experience learning difficulties that come from language or cultural differences. These difficulties can become more serious over time if the instruction is not modified to meet the specific needs of the student. Unless these students receive appropriate interventions, they will continue to struggle, and the gap between their achievements and their peers will widen over time. Still other students need special instruction because of certain learning disabilities. Excessive representation of English language learners in special education classes shows that educators have difficulty distinguishing students who actually have learning disabilities from students who fail for other reasons, such as limited English. Students who learn English are disadvantaged by the scarcity of appropriate assessment instruments and a lack of trained personnel to carry out culturally and linguistically relevant educational assessments. English students who need special education services are further disadvantaged by a shortage of special educators who are trained to handle their language and disability needs simultaneously. Improving academic performance of students from non-English backgrounds requires a focus on prevention of failure and early intervention for students who struggle. This summary presents a framework for meeting the needs of these students in general education and suggests ways to operationalize prevention and early intervention to ensure that students fulfill their academic potential.

I choose Point 8: “ELLs with disabilities have specific instructional need”.
In my opinion each individual has the same right to learn English as long as he/she wants and is able, as well as individuals who have disabilities. Even though they are not the same as other normal students as long as they want and are able to learn why not, therefore the teacher must give more attention or more specific instructions according to the needs of students who have disabilities so that he / she can receive the lesson well.
So point 8 needs to be considered in Adult ELLs

Point 8 ” Ells with Disabilities Have Specific Instructional”
Disabilities originating from the word “able” means capable, “abilities” means many abilities, disabilities appear which means many inability.
In teaching English the disability is physical rather than mental. for example like smart people who can talk, see and hear but they can’t walk. and also like blind or mute people. Such people only have physical disabilities but still have the mind can be invited to communicate and there is still the potential for language so that they can still be taught to speak English. While people who have mental disabilities such as crazy people who have no mind are not included in this category even though they are physically perfect.
Ells with Disabilities Have Specific Instructional Needs is the need for Ells to be taught according to their shortcomings, so they must be separated from normal Ells and they are grouped according to their needs. People who are smart, can see, can hear and speak but they cannot walk so they have to be grouped in the same class and they can use wheel chairs and microphones because they cannot walk in front of the class. Likewise, those who are blind can be taught to use Braille letters in English to improve their reading skills. and if they cannot speak or are deaf they can be taught using picture or video media and also taught English sign language

I choose point 8 “ELL people with disabilities have special gradual teaching needs “. The point is that every person born no one is perfect and has a deficiency, one of the drawbacks is that it can be seen physically and mentally. Those with special needs also need different attention and treatment than normal people as they should. some special handling that must be given to people with disabilities who need support, motivation and motivation from the closest people, namely family and friends. In addition, educators also need to have and master various strategies, techniques, and methods in teaching that are believed to be used for people with disabilities. So, in point 8, it is stated that people with special needs need teaching that is specifically compared to other normal people.”

Essay UTS
In teaching children with disability different from children in general, both academic and non-academic. Sekolah Luar Biasa (SLB) is one of the educational institutions in Indonesia for children with disabilities, in teaching something to children with special needs the teacher’s role is important in choosing learning methods that are considered most effective. The following are various teaching methods commonly used in teaching children with disabilities:
First, Communication. Students in learning will not be separated from communication between students between students, students with learning facilities, or with teachers. Communication skills of each individual will influence the process and learning outcomes in question and shape their personality, this process can include verbal and non-verbal skills, as well as various types of symbols (katr, faco, images).
Second, Direct Intruction. Direct instruction is a teaching method that uses a carefully structured step-by-step approach, in instructions or commands, this method provides a positive learning experience and thus can increase self-confidence and motivation for achievement, lessons are delivered in a form that is easy to learn so that children achieve success at each stage of learning.
And the last, Prompt is any assistance given to the child to produce the correct response, prompts giving the child additional information or assistance to carry out the information conveyed by the teacher so that the students follow the directions that are conveyed.
The conclusion is that every human being born is not all perfect, some are normal and some are abnormal or often we call people with disabilities, the role of teachers and the government must pay special attention to persons with disabilities to achieve education for every child.

i choose point 2. “Adult ELLs represent a diverse a population of learners”. I think Adult ELLs cannot be directly designated as representing a diverse population of learners, because each ELLs have different abilities and potential within themselves. So even though Adult ELLs are older compared to various other learner populations, not necessarily can also be used as representatives.

English langauge literacy for adult learners (known variously as ESL, ESOL. ELL, etc.) is a critical component of acculturation, civic participation, and meaningful employment for many individuals in the United States. The Center’s work in this area seeks to strengthen the capacity of practitioners to help students communicate effectively in English and become successful members of the English-speaking community.

Instructing adult English language learners (ELLs) can be both an exciting and overwhelming adventure. These classrooms are diverse learning environments full of motivated individuals from all walks of life with a common goal of mastering the English language. As students, they tend to be enthusiastic and highly motivated because they are in the classroom to gain the knowledge and skills necessary to make their own lives and their families’ lives better.

For adult ELLs, making connections between the classroom and their real world is key. They’re looking to gain knowledge that they can immediately implement in their everyday lives.

However, these varied experiences, backgrounds, and needs of students can pose a challenge for educators when it comes to lesson planning and finding effective instructional approaches.
That way then it can be Adult ELLs represent a diverse a population of learners.

I choose point 10: ” Academic language instruction should be incorporated into all content lessons, including mathematics and science”. The point means that English language learner is very important for everyone especially for adults. In language learner not only languages are learn but also many other contents, as well as math and science.
So, The language demands are significant, the potential is also strong that students will learn important. English language skills as a well as science and mathematic content.

ESSAY UTS
“Academic language instruction should be incorporated into all content lessons, including mathematics and science”
Academic language is a language used by teachers, lecturers and students with the aim of acquiring good language skills and academic also providing new knowledge and information.
Academic language is the set of words, grammar, and organizational strategies used to describe complex ideas, higher-order thinking processes, and abstract concepts.
In the study of mathematics, students are exposed to many new terms that they most likely won’t encounter anywhere other than in math class, such as mathematical symbols, algebra, etc. students need to be taught explicitly so that they understand complex terms in mathematical lessons.Science languages also have many special terms, sometimes it’s also difficult to understand. aspects of science vocabulary that may facilitate learning for our English learners.
The classroom environment in which ESL is taught through mathematics and science content should be carefully structured so that second language acquisition can occur.
we have studied mathematics and science from elementary schools related to academic language. So that, academic language learning must be included in mathematics and science.

I choose point 4 : ” social languange has an important role in ELLs english language acquisition process”. English as a second language is so influence someone native language such as native dialect. it’s possible if someone’s pronounce is a little strange. Social language influences the way someone speaks in English because in the environment someone always talks and interacts like a habit. bahasa and English grammar is very contrary. so it’s not just an important role, the rules of social language also cannot be abandoned and cannot change easily.

Essay (UTS)
English has become an international language where almost all countries have made English as a daily comunication language. Most countries in the world make English as a second language from their mother tongue, but learning English in Indonesia is still a foreign language learning where students’ ability to use English is still low. Social language influences the way someone to speak English. Although English has been studied by students, for several years, but they still find some obstacles in using it.
Some of these constraints are influenced by two factors; external and internal. External factors are factors that come from outside the learner, and internal factors are factors that come from the learner itself. There are several examples of external factors, including; environment, learning time, and learning material. Internal factors are factors that come from within, coming from the learner itself, including; the desire of learners to use English to the fullest, and the influence of mother tongue. Indonesian people come from various ethnic groups that have a variety of languages ​​which each other has differences.
The Learners have a tendency to speak excessive English in making sentences. Most of the learners follow the pattern of the Minangkabau language (as a mother tongue) to be applied in English, consequently this becomes an excessive sentence pattern in one of the English word classes.
So, if we want to learn a new language, we must be supported by these two factors because English as a foreign language in Indonesia is not an easy thing to learn.

English has become an international language where almost all countries have made English as a daily comunication language. Most countries in the world make English as a second language from their mother tongue, but learning English in Indonesia is still a foreign language learning where students’ ability to use English is still low. Social language influences the way someone to speak English. Although English has been studied by students, for several years, but they still find some obstacles in using it.
Some of these constraints are influenced by two factors; external and internal. External factors are factors that come from outside the learner, and internal factors are factors that come from the learner itself. There are several examples of external factors, including; environment, learning time, and learning material. Internal factors are factors that come from within, coming from the learner itself, including; the desire of learners to use English to the fullest, and the influence of mother tongue. Indonesian people come from various ethnic groups that have a variety of languages ​​which each other has differences.
The Learners have a tendency to speak excessive English in making sentences. Most of the learners follow the pattern of the Minangkabau language (as a mother tongue) to be applied in English, consequently this becomes an excessive sentence pattern in one of the English word classes.
So, if we want to learn a new language, we must be supported by these two factors because English as a foreign language in Indonesia is not an easy thing to learn.

I choose point 10: “Academic language instruction should be incorporated into all content lessons, including mathematics and science.” The point means that Mathematics and Science are international sciences. the progress of a country is seen from its understanding of mathematics and science. because science is the study of events that occur in the world that require observation and understanding while mathematics is to educate people because they have the ability to think critically and systematically. Science and mathematics use many words in English. In just one term the explanation is in English. If you do not master English, it will be difficult to understand because most of the theories from mathematics and science in Indonesia are taken from foreign countries, such as the United States. Therefore, point 10 of the Guiding Principles above clearly informs us that mathematics and science are academic languages that are closely related to English which we must understand in detail.

ESSAY UTS
Point 10: Academic language instruction should be incorporated into all content lessons, including mathematics and science.
Guiding principles of Adult English Language Learners Proficiency. It one of Academic language instruction should be incorporated into all content lessons, including mathematics and science. According to Debra LC Real et.al in academic language/literacy strategies for Adolescent, A ‘How to’ Manual For Educators (Cf. Mary Schleppegrell, 2004), p. 3: Academic Language is a language that allows knowledge seekers to demonstrate their insights.
Academic language is also called scientific language. English is one language that is very important to learn in the academic world. Because there are many term words that use English. If we master English, it means that we have gained knowledge about the progress of the times and the advanced technology that is felt at this time. However, besides that, we also have to master mathematics and science. Mathematics and science are academic languages used throughout the world. The progress of a country is seen from the understanding of mathematics and science.
The importance of studying mathematics according to Kline (1973) is to help humans understand and master economic, social and natural problems. Based on the National Research Council (NRC), 1981: 1 from the United States has stated the importance of mathematics with the statement “mathematics is the key to opportunity”. For a student, the success of learning it will open the door to a brilliant career. For citizens, mathematics will support the right decision making. For a country, mathematics will prepare its citizens to compete and compete in the fields of economics and technology. Mathematics subjects really help students to be able to think logically, analytically, systematically, critically and creatively.
Science is the study of events that occur in the world that require observation and understanding. According to Albert Einstein stated that science is a form of efforts or activities that combine various types and sensory escorts so as to form a system of thought patterns that have logical uniformity. So, science is a means of expressing a fact. Of course, this can only be done by using several methods of scientific inquiry such as observation, hypotheses, predictions, research and then conclusions.
Mathematics and Science use many words in English. In just one term the explanation is in English. If you do not master English, it will be difficult to understand because most of the theories from mathematics and science in Indonesia are taken from foreign countries, such as the United States. Therefore, point 10 of the Guiding Principles of Adult English Language Learners above clearly informs us that mathematics and science are academic languages that are closely related to English which we must understand in detail.

I chose point 9. “Multimedia technology aligned to the ELP standards for AE should be integrated into instruction” essentially means that this is to use multimedia technology that can be applied as one of the most appropriate promotional media tools. This multimedia technology can also provide creativity to provide clear, complete and informative information. Multimedia applications are more effective than media, booklets, calendars, because information is easier and absorbed by many users. So this multimedia application is made to convey information about the profile of the Office of Communication and Information and Multimedia is one of the right ways to facilitate the delivery of information in the form of sound, video, images, animation, text. With the presence of a multimedia-based company profile, the Ministry of Communication and Information can explore more images, text, audio, animation and video media.

Essay UTS
“Multimedia technology aligned to the ELP standards for AE should be integrated into instruction”
Multimedia technology is one of the new technologies in the field of computers that has the ability to make learning media more complete. Multimedia summarizes the media in one piece of content, making it easier for teachers to deliver learning materials and students to be involved in the learning process because multimedia technology allows the implementation of interactivity.
So more briefly it can be said that multimedia is a new technique in the field of computers that combines more than one media in a form of communication that includes text, sound, graphics, animation, and video into a computer system.
Benefits of Using Multimedia Technology in the Learning Process
The use of multimedia in learning has the following benefits:
Improve teacher human resources
Helping teachers effectively and efficiently in teaching preparation namely making props, displays, worksheets, etc.
Teaching and learning activities are more interesting because the media used can be seen, moved, and heard.
Increasing children’s learning and creativity abilities actively, directly utilizing computers as learning aids.
Making the library atmosphere more interesting and fun for children, with programs that enable existing multimedia computers.
Advantages and Weaknesses of Using Multimedia Technology
The advantages of multimedia-based interactive learning include:
Abstract subject matter becomes more concrete, so that it is easily accepted by students,
Multimedia can overcome space and time constraints. Students who do not understand the material can repeat the material at home exactly as discussed in the group,
Information lessons that are presented with the right media will give a deep impression on students,
Using the right multimedia learning will be able to stimulate various kinds of intelligence development.
Learning material received by students becomes more uniform (relatively the same) and reduces the risk of conceptual errors.
Weakness
There is still a lack of experts in making and using multimedia devices in learning.
Will cost a lot.
Less appropriate for schools in the interior.

I choose point 8: “ELLs’ with disabilities have specific instructional needs.” The point means that every human being has the right and opportunity to develop abilities that are in his possession no exception for people who are disabled. people with disabilities have the opportunity to study with normal people, but people with disabilities must have a teacher or special tutor to direct them through some learning processes that they cannot do themselves to achieve learning goals as normal people do.

I choose point 8 : ”ELLs with disabilities have specific instructional needs”. The point means that not all humans have perfect bodies or abilities, some people may have shortage either in their brain and body expansion, so they need special treatment whether it’s in daily activities or in learning. In learning language they need special methods. Language teaching prioritizes the role of students and is oriented towards the needs of students called a humanistic approach. According to this approach, language must be seen as a totality involving students as a whole not merely as something intellectual. Like teachers, students are humans who have emotional, spiritual and intellectual needs. Students should be able to help themselves in the teaching and learning process. One teacher, one student in a certain time period. Classes are arranged as attractive as possible with various accessories that can support the learning process, such as pictures of objects around, decoration of flowers and animals made of paper hanging from the windows and windows, miniatures of household appliances, transportation equipment, fruits and so on. Teaching languages ​​cannot be done directly as other normal children. Teach one word especially in English, the teacher must be extra hard to attract the attention of students. The material is given individually, with a special place setting too. For example, introducing the word “eat” the teacher must arrange the room that has a dining table (in this case using a study table) equipped with miniature cutlery. While teacher one introduced the word “eat” the other teacher taught the word “plate” and the others learned the word “spoon” “drink” ‘fish” while holding each other’s miniature. Amazingly the teacher draws the attention of students to concentrate and focus on one object each and say it. Each child will get a “special service” to understand the meaning of the word in a certain time, in a different way for each child.

I choose point 10 : “Academic language instruction should be incorporated into all content lessons, including mathematics and science”. The point means that to learn English is not mean adult learners should learn about English language only. Language is established by many aspect included social and exact science. Both of the knowledge has important role for adult learners to build many perception about knowledge and sometimes it will become spontaneously utterance. Mastering the knowledge is one of absolute thing for the Adult learners can speak fluently, confidently and comprehensiveness. Speaking English is not just speak, they need many aspect to make the language has important meaning.

fluency in mastering a language is not only supported by mastery of many vocabulary, the ability to compose words into a correct pattern but also built by mastery of material or topic that is qualified. extensive insight helps a person to master the language because it is necessary to include language in all lessons
learning English in the world of education is not enough to study in one scientific field. all aspects of learning and science must be included to help students fluency and fluency in language. many educators think that effective English learning is only focused on one subject so that other subjects have no contribution in academic language. even if learning more about language learning must be supported by other sciences including mathematic and sciences.

I choose point’ 2 “adult ELL’s representasi a diversepopulationof learners …ITS mean every one have different way to learn and ITS Wiil be have different effect for the subject and other…as we know in indonesia English very important to adult education..so that every human shoulder learning English since a child until now..

EnglishEnglish language learners (ELLs) come to school with a wide variety of background knowledge, language, and literacy skills. The schooling experience of ELLs is impacted by many factors such as time in school, quality of instruction, transiency, home environment, and past emotional experiences in school. The following vignettes illustrate some of these differences.
The characteristic
The chart below illustrates various characteristics of English language learners. ELLs can fall into a number of different categories. ELLs have a better opportunity to develop literacy skills early in their school careers (pre-kindergarten to second grade) if the appropriate programs are offered. Students in categories 2 and 3 will have more probability of success because they bring a background in Spanish literacy. Students in categories 1 and 4 will need additional assistance. They will most likely need tutoring, extra help with oral language development, and development of background knowledge and content area concepts.
Students in grades 3 to 8 come to school fitting into any of the categories from 5 to 8. They will need various types of assistance that are more intensive and individualized, for it is typically around the third, fourth, fifth, and middle school grades when ELLs are expected to take high-stakes tests in English.
By far, the most challenging literacy interventions are for ELLs in middle schools. Students who come to the U.S. for the first time at this age have great difficulty catching up without intensive vocabulary and reading instruction integrated with content instruction.
At the other extreme, there are students who come extremely well educated in their country from private or public schools and ready to accelerate their learning of English. These students should not be placed in the slow-paced, low-level ESL classes. This would be detrimental to their educational and personal development.
In order to quickly address each student’s needs, it will be important to ask the school to administer tests in the home language and in English in order to determine proficiency levels in both language and literacy and to implement an intervention ” Adult ELL’s represent a diverse population of learners”. The point means that mostly english learner come from adult, as we know especially in indonesia people who knows english dominate by adult. It does not mean child or old people dont know about english. But in this context, eventhough all of people learning english but the population is adult. English very important for adult education, because when they want to continued her or his study they must have TOEFL. TOEFL test do for english learner as a foreign language. so, to know ability of adult in english and complete requirement to continue the study. In this case, english language learners in indonesia represent by adult especially to continued the study
adult ELLs Represent a diverse population of learners” English is a language that no stranger to Indonesian people, this language has begun used frequently. Especially, for a adult, adult is one of the most indonesian people that interested in learning English. Because the have realized that English, Will be very important for life and education. Especially, English is an internasional language. But today Indonesian children have start to learning English, but the most people who use of English language is a adult and in Indonesia English is as a foreign languange.
should be able ro master English language, in other hand adult or everybody has diffrent motivation and ways in learning it. From one to other nation. They have diffrent style in learning English. In Indonesia, English is a foreign language but there’s country that use English as their second language. Between people who learn as EFL and ESL have a very diffrent way to learn it. But they have one point ; to master it and be able to communicate with people all

I choose point 8: “ELLs’ with disabilities have specific instructional needs.” The point means that every human being has the right and opportunity to develop abilities that are in his possession no exception for people who are disabled. people with disabilities have the opportunity to study with normal people, but people with disabilities must have a teacher or special tutor to direct them through some learning processes that they can’t do themselves to achieve learning goals as normal people do.

Esay UTS ” ELLs’ with disablities have specific instructional needs.
Every disabilities has different needs in the context of teaching and communication. according to the English proficiency, the needs of people with disabilities depend on the person experiencing it, but the patient must be able to communicate either using sign language or in other ways, because in the learning process one must be able to communicate to achieve the learning goals themselves. for example, someone who is mute, and has difficulty communicating or speaking, he uses sign language, and requires instructors who master sign language.

Esay UTS ” ELLs’ with disablities have specific instructional needs.
Every disabilities has different needs in the context of teaching and communication. according to the English proficiency, the needs of people with disabilities depend on the person experiencing it, but the patient must be able to communicate either using sign language or in other ways, because in the learning process one must be able to communicate to achieve the learning goals themselves. for example, someone who is mute, and has difficulty communicating or speaking, he uses sign language, and requires instructors who master sign language.

Conversely, the learning process for blind children who are totally unable to see (totally blind) or cannot see clearly (low vision) must be more narrative. If there is a picture, it must be narrated and made in the form of tangible embossed images. To read books, blind children need books in the form of Braille books, or audio books, and / or electronic books, which do not exist in bookstores, so there must be special institutions that facilitate the provision of accessible books for the visually impaired.

For children with intellectual disabilities, education is more emphasized in the ability of children with intellectual disabilities to be able to live their daily lives well; Therefore education for children with intellectual disabilities is not too stressed on the academic side but rather emphasizes the aspects of function. If children with intellectual disabilities learn to count for example, the process of learning to count must be directly linked to activities in everyday life, so that they are more concrete and easier for them to understand.

For children who have physical disabilities, the appropriate accommodation they need is different; It is more about access to places and physical learning facilities. For example, access to a higher place using an incline (ram) or an elevator. For those who do not have hands or there are weaknesses in hand function, then, all activities – including learning activities – are done with feet.

Regarding the matter of accommodation for persons with disabilities it is considered important and is a challenge. if adequate accommodation is not met, students with disabilities do not get their rights to get quality education. Not fulfilling accommodation that is suitable for education is even proven to be able to narrow the field of study that can be taken by persons with disabilities. So it can be concluded that every person with disabilities who is able to communicate in any way deemed to be able to achieve their educational goals has the right to get education with their own needs.

I choose point 8: “ELLs with disabilities have specific instructional needs”. The point means that every individual is born is not perfect, one of the deficiency is that can be seen both physically and mentally. Those with disabilities also need different treatment from normal people. some special handling that must be given to disabilities that need support from the closest people, namely the family. Besides that educators also need to master a variety of teaching strategies that are believed to be able to be used for persons with disabilities. So, in point 8, it is stated that disability requires teaching needs that are specifically compared with other normal people.

ELLs with disabilities have specific instructional needs are a unique issue to discuss. Because of course, Ells with disabilities certainly need special attention and needs from language learners as well as the education administration itself.
The first thing we need to do is to identify the problems or issues that the student’s disability has. There are many ways that we can do to find the problems they are experienced, one of them is through a test. Either written test or an oral test, or we can also ask parents or the educator’s companion whether they have serious learning problems.
We certainly believe that God created human beings who have definite shortcomings also have advantages compared to normal people, so we also have to see what advantages that they have.
After knowing ELLs with disability issues, the language learners will also find it easy to find solutions or methods that they will use in the learning process. Maybe not all learners especially language learners are experts in handling students with disability, so the language learners can ask for a solution or consult with an expert, after that the teacher can provide alternative programs and services for ELLs with disabilities to learn the language.
Then, the language learners can start to do the learning process as planned beforehand. After the learning process is complete, don’t forget to make an assessment to evaluate or find out whether the alternative program or strategy used by the language learners can improve students’ language abilities or not. If so, then the strategy used by the language learners is successful and if not, then the language learners must start from the beginning to identify and then find another solution. This maybe a little difficult, but ELLs with disabilities do require special attention, especially for the learners itself.

I choose point 3. “Adult ELL’s funds of knowledge are a resource for their learning.” The point means that linking to students’ personal life experiences is beneficial for a number of reasons.it can help students find meaning in content learning,and linking to an experiences can provide clarity and promote retention of the learning.

Essay UTS
This focus on students’ personal lives has led to another term, a student’s “funds of knowledge.” The explain that funds of knowledge “refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being.”
This funds of knowledge approach is radically different than viewing the ELL student as having a deficit or measuring the lack of english reading, writing,and speaking language skills. The pharase fund of knowledge,in contrast,suggest that students have knowledge assest and that these assets have been gained through authentic personal experiences.
These funds of knowledge,developed in authentic experiences,are assets that can be exploited by educators for learning in the classrom. In making these determinations,educators must consider that many ELL students may lack or have gaps in background knowledge on particular topic.
Linking to students’ personal life experiences in beneficial for a number of reason. It can help students find meaning in content learning,and linking to an experience can provide clarity and promote retention of the learning . Relating content to students’ personal lives and experiences also serves the purpose of validating students’ lives,culture and experieces.

I choose point 8. “ELLs with disabilities have specific instructional needs”. The point means that ELLs with disabilities are children with special characteristics that are different from children in general without always showing mental, emotional or physical disabilities. Among ELLs with disabilities include: tunanetra, tunarungu, tunagrahita, tunalaras, learning difficulties, behaviour disorders, gifted children, children with health problem, etc. Because of the characteristics and obtacles posed, ELLs with disabilities requires special forms of education services tailored to their abilities and potential, for example for tunanetra they need modification of reading texts into Braille writing and for tunanetra using body language.

“ELLs with disabilities have specific instructional needs”
ELLs with disabilities are children who in education specific instructional needs, different from children in general. Experiencing obstacles in learning and development so that they need educational services that are suitable for each child’s learning needs.
ELLs with disabilities are often ridiculed and ostracized. Even though they also have the same rights as normal people in general. They also have the right to study, but they cannot study in public schools, but in special schools for people with special needs.
Understanding ELLs with disabilities means seeing individual differences, both differences between individuals (interindividual), namely comparing individuals with other individuals both physical, emotional and intellectual differences, and differences between potentials that exist in the individual (intraindividual).
Indeed, it is better at the School to have specific instructional needs for ELLs with disabilities by separating them in special classes. Generally, the number of children in this class is less than the general class. Given the smaller number of children, learning in this class becomes more individual and special. With this concept, ELLs with disabilities are placed in a room that allows children have specific instructional needs arranged and planned for individuals. Children’s activities in it will enable them to improve their abilities better than in their previous class.
If ELLs with disabilities has been educated from the school level in line with their other friends, then they will understand and understand learning like everything else, although of course with different levels. Parents should begin to pay attention to the importance of education for children, both normal and ELLs with disabilities.

I choose point 3 “Adult Ell’s of knowledge are a source for their learning” difficult to understand because it is a new thing in language learning for them. learning English should be the learning that has been used since childhood, but it has not been done well, especially when done as an adult

Essay UTS
English-language learners, or ELLs, are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses. Many English Language Learners (ELL) have diverse cultural and educational backgrounds with a wide range of background knowledge related to any particular topic. At the secondary level, there may be students with a high level of academic schooling in their native language. There also may be students who have experience interrupted formal schooling, or there may be students with little or no academic schooling. Just as there is no one kind of student, there is no one kind of ELL student, so educators must determine how to adjust materials and instruction for each ELL student.
English langauge literacy for adult learners (known variously as ESL, ESOL. ELL, etc.) is a critical component of acculturation, civic participation, and meaningful employment for many individuals in the United States. The Center’s work in this area seeks to strengthen the capacity of practitioners to help students communicate effectively in English and become successful members of the English-speaking community. In addition, our work endeavors to provide a two-way bridge of cultural understanding between English language learners and the community at large.adult ELLs funds of knowledge are a resource for their the point means that the knowledge are connected with the background of the ELLs. Students need to connect with literature on three basic levels: text to text, text to self, and self to the world. All students bring something to the classroom. Becoming familiar with the backgrounds and/or prior knowledge of ELL students allows a teacher to engage students in literacy experiences that connect with their diverse backgrounds, thereby building on this knowledge”. Most interesting about the visualization that takes place as we read, is that the pictures in our minds reflect our own experiences. We connect what we read to our context, and we comprehend new ideas more deeply if we can relate to them.
In one approach to culturally-inclusive education, González, Moll, and Amanti (2013) stress the importance of using students’ funds of knowledge, which are created by the out-of-school life experiences that students have. For example, it may be tough for a beginning ELL to express his knowledge of fractions, but he may be well-versed in portions and ratios as he helps his parents cook. Thus, it isn’t that he doesn’t understand fractions; he might not understand them as presented in a book, but is well aware of the concept in real-life. A math teacher who is aware of this would try to incorporate more of the familiar context to support the classroom learning.
It seems the more we know about the role of students’ funds of knowledge, the more important they seem to be. Even if you are working with English learners in a foreign language, rather than a second language environment, drawing upon your learners’ life and cultural experiences as they learn language can strongly impact their language learning. In addition, if you’re a teacher trainer or teacher educator, teachers’ life experiences and beliefs should also be taken into account, as Johnson (2006) put forth in her discussion of the sociocultural turn in L2 teacher education. Teachers who are learning how to teach in a preservice university setting, as well as in-service teachers with their own career experiences, have their own funds of knowledge that effective teacher educators will account for as they facilitate coursework, professional development, and reflection.

I choose point 2 “Adult ELLs represent a diverse population of learner” the point means that Adult learners will gravitate toward the commonalities within the group, looking for shared values and norms to connect with and gain a sense of belonging.

Adult ELLs represent a diverse population of learner” the point means that Adult learners will gravitate toward the commonalities within the group, looking for shared values and norms to connect with and gain a sense of belonging.
Adult learners of English as a second or additional language need to master a variety of forms of writing, in

English, to be successful in their academic and professional endeavors. In an attempt to determine whether these

learners are getting the writing instruction they need in adult education programs, we surveyed the field of

educators who work with this population. In our survey, we asked teachers of adult English language learners

(ESL teachers) in different types of adult education programs in the United States to identify the writing

instruction they deliver, including the text types they teach, the amount of time they devote to teaching writing,

and the role of writing in student placement and promotion decisions. We then interviewed a subset of the survey

respondents, representing a variety of program types, student proficiency levels, and years of teaching experience,

to find out more about their specific approaches to writing, the reasons for these approaches, and their views on

what they need to be successful as adult educators. After reviewing the importance of academic and professional

nowdays English helps us in communicating between person who lives in diffrent country. Everyone should be able ro master English language, in other hand adult or everybody has diffrent motivation and ways in learning it.

Essay UTS
I choose point 2 “Adult ELLs represent a diverse population of learner”Adult ELLs represent a diverse population of learner” the point means that Adult learners will gravitate toward the commonalities within the group, looking for shared values and norms to connect with and gain a sense of belonging.
Adult learners of English as a second or additional language need to master a variety of forms of writing, in
English, to be successful in their academic and professional endeavors. In an attempt to determine whether these
learners are getting the writing instruction they need in adult education programs, we surveyed the field of
educators who work with this population. In our survey, we asked teachers of adult English language learners
(ESL teachers) in different types of adult education programs in the United States to identify the writing
instruction they deliver, including the text types they teach, the amount of time they devote to teaching writing,
and the role of writing in student placement and promotion decisions. We then interviewed a subset of the survey
respondents, representing a variety of program types, student proficiency levels, and years of teaching experience,
to find out more about their specific approaches to writing, the reasons for these approaches, and their views on
what they need to be successful as adult educators. After reviewing the importance of academic and professional
nowdays English helps us in communicating between person who lives in diffrent country. Everyone should be able ro master English language, in other hand adult or everybody has diffrent motivation and ways in learning it.

I choose point 8 : ” ELL’s With disabilities have spesific intructional needs ” The point means that ELLs with special needs have multifaceted characteristics such as linguistic and cultural differences as well as disabilities.Hence, it is not easy for teachers to offer an adequate education for ELLs with disabilities.Therefore, it is helpful for teachers who have ELLs in their classrooms toknow about what types of issues they should consider as to provide appropriate educational services.

*ESSAY UTS
Critical issues and challenges as well as recommendations to improve the education of ELLs with special needs
have been discussed, including assessment and identification, teacher preparation and professional development, and
legal and policy issues. Recommendations for teachers about assessment, RTI, and collaborating with all
stakeholders were also discussed. Following the recommendations will likely lead to an acceptable curriculum and
enriched educational context for ELLs with special needs.
Identification and assessment procedures must not be biased and discriminatory. Given that there are growing
concerns about inappropriate referrals of ELLs to special education as well as a disproportionate representation of
ELLs within special education, it should be noted that teaches of ELLs with disabilities urgently need guidance on
how to best identify, assess, and support the learning needs of ELLs with special needs. Moreover, educators should
be careful in identifying whether students’ academic problems derive from second language acquisition or cognitive
skills required to perform successfully.
Also, special education assessment personnel need to explore new avenues for working with children with
unique cultural and linguistic characteristics, considering limited English proficiency and observing students in
enriched and effective instructional contexts to understand from where their problems originated. To improve
programs and services for ELLs with special needs, general and special educators, policy makers, and researchers
also need to overcome barriers embedded in general and special education settings to help ELLs with special needs gain access to general education. In addition, it is important that all educators and parents of ELL students, who are
involved in educating ELLs with special needs, work collaboratively in order to help ELLs get better outcomes in
schools. The challenges of educating ELLs with special needs can be overcome by providing culturally and
linguistically appropriate assessments and interventions compatible with students’ individual needs. By building on
the existing cultural and linguistic knowledge of their ELL students with special needs, educators can work towards
access to and success in general education settings.

ESSAY UTS
Critical issues and challenges as well as recommendations to improve the education of ELLs with special needs
have been discussed, including assessment and identification, teacher preparation and professional development, and
legal and policy issues. Recommendations for teachers about assessment, RTI, and collaborating with all
stakeholders were also discussed. Following the recommendations will likely lead to an acceptable curriculum and
enriched educational context for ELLs with special needs.
Identification and assessment procedures must not be biased and discriminatory. Given that there are growing
concerns about inappropriate referrals of ELLs to special education as well as a disproportionate representation of
ELLs within special education, it should be noted that teaches of ELLs with disabilities urgently need guidance on
how to best identify, assess, and support the learning needs of ELLs with special needs. Moreover, educators should
be careful in identifying whether students’ academic problems derive from second language acquisition or cognitive
skills required to perform successfully.
Also, special education assessment personnel need to explore new avenues for working with children with
unique cultural and linguistic characteristics, considering limited English proficiency and observing students in
enriched and effective instructional contexts to understand from where their problems originated. To improve
programs and services for ELLs with special needs, general and special educators, policy makers, and researchers
also need to overcome barriers embedded in general and special education settings to help ELLs with special needs gain access to general education. In addition, it is important that all educators and parents of ELL students, who are
involved in educating ELLs with special needs, work collaboratively in order to help ELLs get better outcomes in
schools. The challenges of educating ELLs with special needs can be overcome by providing culturally and
linguistically appropriate assessments and interventions compatible with students’ individual needs. By building on
the existing cultural and linguistic knowledge of their ELL students with special needs, educators can work towards
access to and success in general education settings.

ESSAY UTS
ELLs with disabilities are often ridiculed and ostracized. Even though they also have the same rights as normal people in general. They also have the right to study, but they cannot study in public schools, but in special schools for people with special needs.
Understanding ELLs with disabilities means seeing individual differences, both differences between individuals (interindividual), namely comparing individuals with other individuals both physical, emotional and intellectual differences, and differences between potentials that exist in the individual (intraindividual). Persons with special needs have a special character in education with them and also need a specific strategy for them. Because every person with dissabilities has the privilege of being able to be developed by the teacher. English students who need special education services are futher harmed by a shortage of special educators who are trained to address their language and disability related needs simultaneously. Improving academic performance of students from non English backgrounds requires of focus on prevention of failure and early intervention for students who struggle.
The learning process for children with special needs in a classic classroom atmosphere is certainly different. As a teacher, we must know how to teach to understand how the child is in class at that time and how we anticipate how our material is to what extent the child understands English. English is not taught at the secondary school level because formal education starts from junior high school and the curriculum that has been applied is the curriculum that has been taught for students. Suppose the ability of a child is low means that the assessment given must be in accordance with the child’s condition.

The learning process for children with special needs in a classic classroom atmosphere is certainly different. As a teacher, we must know how to teach to understand how the child is in class at that time and how we anticipate how our material is to what extent the child understands English.
English is not taught at the secondary school level because formal education starts from The learning process for children with special needs in a classic classroom atmosphere is certainly different. As a teacher, we must know how to teach to understand how the child is in class at that time and how we anticipate how our material is to what extent the child understands English. English is not taught at the secondary school level because formal education starts from junior high school and the curriculum that has been applied is the curriculum that has been taught for students.
Suppose the ability of a child is low means that the assessment given must be in accordance with the child’s condition.
Persons with special needs have a special character in education with them and also need a specific strategy for them. Because every person with dissabilities has the privilege of being able to be developed by the teacher.
English students who need special education services are futher harmed by a shortage of special educators who are trained to address their language and disability related needs simultaneously. Improving academic performance of students from non English backgrounds requires of focus on prevention of failure and early intervention for students who struggle.
In teaching English for people with disabilities special care is needed, because they need attention and support from the closest people such as friends, environment, educators and especially families. Most people with disabilities in learning will need friends or people who pay attention to it, usually if a lot of people who are concerned will be more enthusiastic to learn. high school and the curriculum that has been applied is the curriculum that has been taught for students. Suppose the ability of a child is low means that the assessment given must be in accordance with the child’s condition.
Persons with special needs have a special character in education with them and also need a specific strategy for them. Because every person with dissabilities has the privilege of being able to be developed by the teacher. English students who need special education services are futher harmed by a shortage of special educators who are trained to address their language and disability related needs simultaneously. Improving academic performance of students from non English backgrounds requires of focus on prevention of failure and early intervention for students who struggle.
In teaching English for people with disabilities special care is needed, because they need attention and support from the closest people such as friends, environment, educators and especially families. Most people with disabilities in learning will need friends or people who pay attention to it, usually if a lot of people who are concerned will be more enthusiastic to learn.

I choose point 7: “scaffolding is an essential tool to facilitate ELLs acquisition of language and content”. The point means that scaffolding is a teaching technique that used by the teacher to give helps, instructions, prohibitions, warnings, reducing problems with easier steps, providing examples, and actions that allow students to learn on their own.
before starting the lesson surely learners do not fully understand learning material, but with the help of the teacher in giving explanations, giving examples, and giving assignments as a final step.
To test students’ understanding of the material they have learned by doing it themselves.
so, by using scaffolding technique the learners will feel facilitated in understanding learning, especially for language learners.

Scaffolding refers to providing contextual supports for meaning through the use of simplified language, teacher modeling, visuals and graphics, cooperative learning and hands-on learning” (Ovando, Collier, & Combs, 2003, p. 345). The teacher of second language learners has to facilitate that support. Then, “as students become more proficient, the scaffold is gradually removed” (Diaz-Rico & Weed, 2002, p. 85). Three types of scaffolding have been identified as being especially effective for second language learners.
1. Simplifying the language: The teacher can simplify the language by shortening selections, speaking in the present tense, and avoiding the use of idioms.
2. Asking for completion, not generation: The teacher can have students choose answers from a list or complete a partially finished outline or paragraph.
3. Using visuals: The teacher can present information and ask for students to respond through the use of graphic organizers, tables, charts, outlines, and graphs.

Scaffolding is defined as temporary assistance that an instructor or more capable peer provides to a student that supports the student in being able to perform a task he or she could not do without help.

The goal of scaffolding is to enable a student to independently complete a similar task in the future. Effective
instruction of ELLs requires scaffolding; it facilitates ELLs’ construction of meaning and
knowledge, acquisition of language, and advancement to the next level of language proficiency.

The ELP Standards for AE do not include specific recommendations for scaffolding. However,
the standards do reference using supports at lower levels of language proficiency, supports that
can be gradually removed at higher levels of proficiency. Appendix C provides recommendations for the types of supports and scaffolds that teachers use to help ELLs of
varying language proficiency levels engage in instructional tasks.

I choose point 10 “Academic language instruction should be incorporated into all content lessons, including mathematics and science”. Academic language is a language used for, from and by the academic community, also known as the language of science or scientific language which is usually used in making papers, thesis, articles or scientific books and others related to science. As we know mathematics and science lessons are scientific science that have been studied from elementary education until enter college, which all about mathematic and science is related to academic language. Because to ubderstand mathematic and science lessons must read or find references in books, papers, thesis, scientific articles that use academic language itself.

I choose point 10 “academic language instruction should be incorporated into all content lessons, including mathematics and science”. According to me, academic language is a language for, from and by academicians who learn and study in academic community such school and college where they can find the language that use academic language.

As I know, academic language also known as the language which usually used in making paper, thesis, article or scientific book and other related to science because only academicians can use academic language in their education and learning. If other people who aren’t academicians find academic language in their daily activity they will confuse with that language.

In this case we talk about mathematics and science lessons which usually and always use academic language, because these lessons need the real explaining according to the experts and books what we call “ilmu pasti”. For example, if there is an academician who doesn’t learn or study about mathematics and science, he or she will not understand anything about academic language that used in these lessons, because each of lessons has different dosage including mathematics and science.

As we know, mathematics and science lessons have been learned since elementary education until enter college which all about mathematics and science is related to academic language but that is just enough to find out without further understanding such knowledge as those faced by academicians who learn mathematics and science for exactly they who choose mathematics and science major.

I chooce point 2 ” adult Ells represent a diverse population of learners. The point of this statement is English is an International language,moreover nowdays English helps us in communicating between person who lives in diffrent country. Everyone should be able ro master English language, in other hand adult or everybody has diffrent motivation and ways in learning it. From one to other nation. They have diffrent style in learning English. In Indonesia, English is a foreign language but there’s country that use English as their second language. Between people who learn as EFL and ESL have a very diffrent way to learn it. But they have one point ; to master it and be able to communicate with people all around the world.

Persons with special needs have a special character in education with them and also need a specific strategy for them. Because every person with dissabilities has the privilege of being able to be developed by the teacher. English students who need special education services are futher harmed by a shortage of special educators who are trained to address their language and disability related needs simultaneously. Improving academic performance of students from non English backgrounds requires of focus on prevention of failure and early intervention for students who struggle. This summary present a framework for meeting the needs of these students general education and suggests ways to operationalize prevention and early intervention to ensure that students fulfill their academic potential. This include providing the students with higer order thinking opportunities and high expectations, active involvement in their own learning, successful experiences, and respact for cultural diversity. They also suggest the use of scaffolding and mediation through the use of visual organizers and background information information and by modeling the use appropriate strategies.
Therefore for every person who has the right to get them as citizens to get special services in the field of language or ELLs.

Point 2 ” Ells represent a diverse population of learners”.
In my view, English in nowdays is very important to learn. Not only for kids but also for adult leaners. Because in this global era English is an international language and it used to communicate among nations. If ee have a good English abilty in speaking and writing ofcourse we will be able to communicate to mpre people in the world.

In indonesia, English is a foreign language, but it is a usual thing to learn. Because many faoreigner comes to Indonesia and Indonesian becomes habitual to speak to foreigners. English is belong to the people around the world and all people use that language to communicate. But they have difference style and accent to speak English. When speaking English, their accent will influence their English. So the native speaker will realize it but it doesn’t matter. Because as I said, English is belong to all people around the world.

English is represent diverse population of learners, it means English have manya ‘user’ in this world and people who use English is not only from England or USA but also from Asia, Europe and etc. Because of that English sounds different when it is spoken by the people who doesnt use English in their country,for example if Indonesian speaks English their English will sound like Indonesian accent.

English is very important to learn to adult learners,because they will face the “real” world and it will connected to the world and more people, so that the adult learners have to master English to support their carreer. In other hand they will have enough English ability to get better job.

In conclution, English have to be mastered by all adult learners and it belong to all people around the world. And English also have different ‘owner’ so that English has a diverse population of learner. By having good English we will have many ways to get to the better world and ofcourse many friend from different nation.

I choose no 8. ELLs with disabilities have specific instructional needs. It means, The people with special needs who people live with special characteristics and have differences in general people. It hence these different characteristics they need special services so that they get their rights as human beings who live on the face of the earth. Therefore persons with disabilities must receive special attention especially in the field of education. Ministry of Education has provided special services for students with disabilities but for English language education services are more commonly done, namely on hearing aids. Education ministers must also design curriculum that are appropriate to the level of disability of persons with disabilities, and the teachers must conduct training to improve skills and knowladge for students with disabilities, and also the government must provide more facilities for persons with disabilities especially in ELLs.

Persons with special needs have a special character in education with them and also need a specific strategy for them. Because every person with dissabilities has the privilege of being able to be developed by the teacher.
English students who need special education services are futher harmed by a shortage of special educators who are trained to address their language and disability related needs simultaneously.
Improving academic performance of students from non English backgrounds requires of focus on prevention of failure and early intervention for students who struggle. This summary present a framework for meeting the needs of these students general education and suggests ways to operationalize prevention and early intervention to ensure that students fulfill their academic potential. This include providing the students with higer order thinking opportunities and high expectations, active involvement in their own learning, successful experiences, and respact for cultural diversity. They also suggest the use of scaffolding and mediation through the use of visual organizers and background information information and by modeling the use appropriate strategies.
Therefore for every person who has the right to get them as citizens to get special services in the field of language or ELLs.

I choose point 4: “social language has an important role in ELLs’ English language acquisition process”. The point means that wherever we are and in any country surely we need language to socialize with people in our environment. Of course we don’t understand all language, so English language as an international language can we use to start communication with others. it is how socialization can be an important role for learning English.

Essay UTS
“Social language hasil an important role ini ELLs”. The point means that social interaction has a very important role in starting a language.
language exists because of the occurrence of an interaction.

Why social language is important role ini ELLs? We know that we can’t live by ourselfs, we need others in our live, to start communicate of course we must have a language, wherever we are we need to communicate with other, although we can’t use the all language, but we have English language as and internasional language to make a communication with other and easier to interact.

The ELP Standards for AE strongly emphasize the academic language needed by ELLs to
engage with and meet state-adopted content standards. However, in addition to academic
language, adult ELLs need to develop social language in order to meet family, social, civic, and
community needs and responsibilities. Additionally, informal social conversations and writing
are part of a continuum that will support students in moving toward participation in academic discussions and formal presentations . ELP Standards 2 and 7 provide guidance on how to help ELLs acquire both academic language and social language.

Essay UTS
“Social language hasil an important role ini ELLs”. The point means that social interaction has a very important role in starting a language.
language exists because of the occurrence of an interaction.

Why social language is important role ini ELLs? We know that we can’t live by ourselfs, we need others in our live, to start communicate of course we must have a language, wherever we are we need to communicate with other, although we can’t use the all language, but we have English language as and internasional language to make a communication with other and easier to interact.

The ELP Standards for AE strongly emphasize the academic language needed by ELLs to
engage with and meet state-adopted content standards. However, in addition to academic
language, adult ELLs need to develop social language in order to meet family, social, civic, and
community needs and responsibilities. Additionally, informal social conversations and writing
are part of a continuum that will support students in moving toward participation in academic discussions and formal presentations . ELP Standards 2 and 7 provide guidance on how to help ELLs acquire both academic language and social language.

I choose point 4. “social language has an important role in ELLs english language acquisition process” the point means that the social language can give influence for english learners so much. Why? Becouse from the social language we can see the quality of that language learners. When the ELLs are surrounded by the people who use the same language exactly english language it makes them easily to improve their ability in english language acquisition process. So that the ELLs must choose their social language that appropriate with them.

I choose point 3. ” Adult ELLs funds of knowledge are a resource for their learning “. The point means that the funds of knowledge is an important things for every ELLs in their learning. funds of knowledge as the skill that have been historically and culturally developed to enable an individual to function within a given culture, and then it is integrated between funds of knowledge and their learning. in ELLs activities, especially in their learning process each district or country they have different mind in learning knowledge and their culture too. for ELLs, linking to the student’s personal life experiences is beneficial for a number of reasons. it can help students find meaning in context learning and increase their understanding for learning language as well. therefore, this point suggest all of ELLs to know the background of every students in learning language, especially culture and their experience that different each others because background of knowledge and culture is the foundation upon which all learning is constructed. both of this elements is one of primary importance in learning.

Essay UTS
The important things by that point is a funds of knowledge. As we know that in learning language or many languages in a process, there are many aspects that will be prove the learners mindset or they are thinking for a better for their language learning. In addition the cultures and new tradition in other language user will be affect the process of their language acquisition in one time.
We almost know that english is very important for ELL’s life, it is not just learn about language, it is discuss and tell about the differential mind, tradition, culture, food and bavarage, attitude and so on, in this situation, the learners should thinking more and don’t say that it is not a hardness or stuck their brain, but focus to get the best knowledge between language.
The second point that can make ELL’s to increase their mind to help their ownself in learning language is talk to anyone and many person in a language class or social life, it is very great impact also advantages for their life in the future, they must think it over, actually it is will be more needed by theirselves.
The last thing for ELL’s to keep their language in learning other language is a funds and culture from outside. We must focus on our culture, but we can not leave the other cultures from other country, don’t judge other student’s culture, but try to see and honor their culture. It can help us to be better social life and we know about the new cultures.
In conclusion, the funds and culture are very important and give many impact for ELL’s in their learning. As the language learner, we must focus on our language and new tradition or different cultures too. From now, if we want to be a great language learners, try to attend and focus on that things, it will be help you anymore.

I choose point 3: “Adult ELL’s funds from knowledge are a resource for learning”. The point means that English language learners must also involve funds in influencing the process of learning new languages such as English. Because, in Indonesia, funds are important in education, which in Indonesia has been very difficult to find a free learning system and with funds can make it easier for adults to learn English. Therefore, from point 3 it tells us that to acquire a new language also requires sufficient funds.

Essay UTS
Adult Ells are a source for their learning in acquiring diverse knowledge, and groups of students, with different language, academic, and social-emotional needs. Students who speak the same language or have the same level of language proficiency may require very different types of support to succeed in class.
ELL learning can be a resource of knowledge funds. Students not only can learn English in their previous classes, but also can learn wherever and whenever. for example, students can learn ELL from watching television, listening to the radio, reading newspapers or magazines, and so on. If it is implemented, there will be many students who get new experiences in their daily lives, and can also change the pattern of thinking of those who did not know to know. so that this can improve the quality of the students themselves.
Therefore, to increase student knowledge, it does not have to be obtained in only one place. But, there are many places that can produce knowledge.

I choose point 3, “adult ELLs funds of knowledge are a resource for their learning”. The point means, what students have learned formally in the classroom as well as informally through their personal life experiences. A student’s background knowledge is the foundation upon which all learning is constructed. For students at any grade level, background knowledge is of primary importance in reading comprehension and in content learning; what students know about a topic and when they learn that information can make learning new information easier.

I choose point 3, “adult ELLs funds of knowledge are a resource for their learning”. The point means, what students have learned formally in the classroom as well as informally through their personal life experiences. A student’s background knowledge is the foundation upon which all learning is constructed. For students at any grade level, background knowledge is of primary importance in reading comprehension and in content learning; what students know about a topic and when they learn that information can make learning new information easier.

I choose point 8 : “ELLs with disabilities have spesific instructional needs”. The point means that an English teacher who teach children with disabilities inclusion settings must have knowledge of scientific abilities, their causes, assessment and management. With regard to teaching English, schools must contain various kinds of provisions from the aspects to be built in teaching English, whether it is only used as an introductory subject or there are certain curriculum targets to be set. This provision and agreement at the outset can be used by the teacher as a guideline for determining methods, methods, approaches, designs, materials and classroom management. Determination of appropriate learning design to teach English to students with disabilities begins with identifying the experiences experienced and the main obstacles they study. Effective communication with the teacher of the accompanying inclusion team is one of the main keys to success in uniting the mission of teaching that can affect the success of the program. English learning design for students with disabilities is designed based on an analysis of their learning needs and obstacles. By determining the appropriate learning design, learning directions and strategies can be sought to support the modalities that the children have.

Essay UTS
ELLs with disabilities have specific instructional needs”.
The spesific instructional needs are very important for people with disabilities.
Learning in any language is affected by learning disabilities, but second language learners with special needs present additional educational challenges.
Several factors influence the identification of English language learners with special needs. Limited prior schooling, lack of proficiency in English, native language background, cultural expectations, and personal or family concerns can all influence a learnerçs academic progress. It can be difficult to distinguish between a learning disability and learning problems caused by a variety of other factors. English language learners whose difficulties in school stem from these factors may be misidentified as having a learning disability. In other cases, English language learners who have a learning disability may not be properly identified on the assumption that their learning problems stem from linguistic and cultural differences. To further complicate matters, special needs may not have been identified in the learner’s native language but may become evident as the student is learning English.

I choose point 2 ” Adult ELLs represent a diserve population of learner”. The point means that every adult humas has different ways, actions, and motivations in learning. Especially in Indonesia, english is difficult for those who have never learned it differently from people from other countries. So, every human is so variety.

Essay UTS
Adult ells have a very diverse population. Some students, especially in Indonesia, learn English from adults. English is very important for education especially for those who want to continue their studies to a higher level and improve the quality of life for those who learn English. English is the official language and also one of the international languages.
First, learning English to continue their education to a higher level. As we know that English is very important in the world of education. For those who want to continue their education both at home and abroad it is important to have the ability in English.
Second, to improve the quality of life. If we discuss learning English to improve the quality of life not everyone can speak English. So for those of us who can speak English there will be a sense of pride in ourselves but not fluent but in a way we can speak English.
Third, English as an international language. Now to have a job, we must be able to master English so that it can be accepted in a job. Because for a company one of the conditioms is to be able to speak English.
The conclusion is we all know that English is very important for adult education. Let us learn English and don’t be shy about learning English.

I choose point 2 ” adult ELLs Represent a diverse population of learners” English is a language that no stranger to Indonesian people, this language has begun used frequently. Especially, for a adult, adult is one of the most indonesian people that interested in learning English. Because the have realized that English, Will be very important for life and education. Especially, English is an internasional language. But today Indonesian children have start to learning English, but the most people who use of English language is a adult and in Indonesia English is as a foreign languange.

Essay UTS.
Indonesian people awareness of education has begun to increase, especially for adults. especially in learning English, English as a foreign language in Indonesia and adults is one of the most interested in learning english. Because Indonesian adults know that English is an international language and english language that must be mastered. Some factors why adults very important to learn english language.
First, adults need to learn English because Indonesia is surrounded by countries where most people use English as their first or second language. These countries are Singapore, Malaysia, Philippines, Australia, and so on. If someday someone travels to one country, such as Singapore, Malaysia, Philippines, Australia, the provision of knowledge of English will make it easier for that person to communicate with local citizens. for example, the Netherlands. There, students at the high school level are encouraged to learn and master a foreign language.
Second, English needs to be studied because it is widely used as the language of international communication. In order to be able to communicate with different people of cultural and conutries backgrounds, English is the main choice that is often used in communication. Examples that are easily seen are in the world of tourism. Tourists traveling in foreign countries usually use English to communicate with localcitizens who they visit. Example Japanese people who travel to Indonesia, use English if he or she wants to ask something about the first person he or she meets on the road. English is also the official language of instruction in the world of transportation.
Third, Information contained in this world mostly uses English as the language of publication. We can take examples from the internet, most of the information provider sites on the internet use English language. Not only on the internet, not a few books also use English. Fluently in English will greatly help children in exploring and accessing sources of knowledge both written media and electronic media.
we can conclude that, that’s why at indonesa english language learners are currently dominated by adults. Because they have realized the factors that cause them to have to learn English, and adults are country assets that can to increase and develop our country. and learning English is one way that can help to increase and develop our country.

I choose point 3 “Adult Ell’s of knowledge are a source for their learning” the point means that the knowledge of major adult Ells is a source of their learning. In each country, they have different ages and motivation in learning and knowledge.

I choose point 6. “Adult English Language Learners must be able to engage with a wide variety of informational texts.” I think it doesn’t matter if adult ELLs are able to successfully engage in various information texts provided they can understand all aspects discussed in detail and not just in general. But on the other hand, it might be better if adult ELLs prioritize their abilities or expertise in accordance with the understanding that has been learned. So, that they do not impose something that they cannot necessarily master well.

Essay UTS
We know that English is very important in the current era of globalization. In the current era we get information easily by using existing media. Of course this also cannot be separated from various information as well. So that’s why it is required for Adult ELLs to be able to understand various types of information texts.
For example, for applying for a job. In this case, it is not uncommon for us to find out that certain companies or institutions will question general problems about the economy circulating in the local and international community. Besides that, in the field of education. To be able to add insight, we often find that students, instructors, and other activists who browse the internet media to find international journals or international articles as a supplementary material for knowledge in accordance with the times. Other examples, such as in the field of Arts and Culture. We know our country Indonesia is very famous for its diversity. Including art and culture. To introduce Indonesian culture to the international arena, we will also use English to facilitate communication with the international community.
These are only a few examples of fields that ELLs must understand, while there are still many other examples. In essence, we can conclude that it is necessary for ELLs to be able to know, understand, process, analyze, conclude and develop information from various types of text is very good for making smart and professional ELLs needed and sought.

I choose point 2 “Adult Ell’s represent a diverse population of learner” the point means that adult Ells is different between one and others. In each nation, they have difference in age and motivation in learning. Also in indonesia has english as a foreign language is different in the way adult learner with american Ells. So, population of adult Ells is so variety.

I choose point 8 :”ELLs with disabilities have specific instructional needs”. The point means that teaching English to ELLs with special needs requires collaboration and participation of all parties in the school. English language curriculum is chosen according to the needs of ELLs. Teaching English in inclusive settings requires teachers to be creative, flexible, willing to learn from their ELLs and committed to the progress of learning. Every ELL has the same right to get good service while studying. The Indonesian Government realizes that education is the right of all children of the nation, whatever the circumstances and conditions.

Children with special needs are children who have their own uniqueness in the type and characteristics that distinguish them from normal children in general. These differences can be seen from interindividual differences and significant intraindividual differences so that developing their potential requires special education and teaching. This situation requires an understanding of the nature of children with special needs.
First, interindividual differences are comparing the state of the individual with others in various ways including differences in mental state (intellectual capacity), sensory ability, motoric ability, communication skills, differences in social behavior and physical condition. In education to find out children who are in the category of children with special needs, the government formulates nationally the basic competencies students must have on each subject. Standardization of measurement tools to find out children with special needs by comparing children’s learning outcomes with graduation standards. If student achievement is far below the graduation standard, it is possible for this child to belong to a group of children with special needs. In addition to differences in achievement there are also differences in academic abilities. This academic ability is usually used intelligence tests that can measure the potential of intellectual abilities expressed in IQ units.
Second, intraindividual differences, namely a comparison between the potential that exists in the individual itself, this difference can arise from various aspects Including intellectual, physical, psychological and social. For example, there is a student who has every bright learning achievements but he is very disliked by his friends because he is closed and individualistic and difficult to cooperate with. From this example, it can be compared between the intellectual abilities and social abilities of these students, so that students need treatment or special treatment so that their potential can develop optimally.
It can be concluded that every students has the same right in learning and studying, whether those who have physical or intellectual limitations or those who do not. In Indonesia, if the student has physical or intellectual limitations, the educator must treat it specifically so that the abilities possessed by the student can develop optimally.

I choose point 8. “Adult ELLs with disabilities have specific intructional needs”. The point mean that students must be highly motivated to prevent failure in language learning. The way to improve academic performance from non English backgrounds need to focus on preventing the failure of initial interventions for students who struggle. Therefore, in order for failure to be overcome, school must create a condusive environment and teacher must have learning strategies that are relevan to students’ circumstances.

Education is something that is very important for someone to have during his life. In indonesia all people have the right to get the same education both normal and disability people.
Based on phenomena that occur in the field, ELLs with disabilities are often ridiculed and ostracized. Even though they also have the same rights as normal people in general. They also have the right to study, but they cannot study in public schools, but in special schools for people with special needs.
Understanding ELLs with disabilities means seeing individual differences, both differences between individuals (interindividual), namely comparing individuals with other individuals both physical, emotional and intellectual differences, and differences between potentials that exist in the individual (intraindividual). Persons with special needs have a special character in education with them and also need a specific strategy for them. Because every person with dissabilities has the privilege of being able to be developed by the teacher. English students who need special education services are futher harmed by a shortage of special educators who are trained to address their language and disability related needs simultaneously. Improving academic performance of students from non English backgrounds requires of focus on prevention of failure and early intervention for students who struggle.
The learning process for children with special needs in a classic classroom atmosphere is certainly different. As a teacher, we must know how to teach to understand how the child is in class at that time and how we anticipate how our material is to what extent the child understands English. English is not taught at the secondary school level because formal education starts from junior high school and the curriculum that has been applied is the curriculum that has been taught for students. Suppose the ability of a child is low means that the assessment given must be in accordance with the child’s condition.
Therefore, a teacher must be able to provide full support, special media and a pleasant atmosphere for children who have disabilities so that their desired learning goals are achieved

Essay UTS
Adult Ell’s represent a diverse population of learner. It means that there are many kind of Ell’s in this world, and adult Ell’s is one from others which represent a diverse population of learner. If we talk about diverse population of learner on adult Ell’s, we can state that they are so variety in age, knowledge, and motivation.
First, adult Ell’s variety in age. In each nation, adult Ell’s have a difference chategory of age. They are different on determine they’re adult learner or not. It depend on their own nation. Age of indonesian adult ell’s not same as japanese.
Like age, their knowledge is also different. Everybody must be have their own characteristic on learning. they have learning different interest to, and they also different in IQ. Because of that, knowledge that they’ve get is different. It impossible If person have percisely knowledge with others.
The last one is, adult Ell’s is also different in motivation.
Beside two factors above, motivation of adult Ell’s also not same. The motivation of each learner is really variety between one and others. From motivation, someone can be better in learning and instead. It can be one of cause of language mastery of people.
There are bit explanation about diverse population of adult ell’s learner.

I choose point 10. ” Academic language instruction should be incorporated into all content lessons, including mathematics and science “. The point means that is the use of the term academic language ( English ) in each subject including mathematics and science, as we know it English is divided two, formal English ( academic ) and non formal English. I Will discuss the use of academic language ( English ) in each subject including mathematics and science, currently English ( academic ) has been used in every subjects including mathematics and science. In mathematics lessons many use English terms such as ” lingkaran ” is circle, ” jajar genjang ” is parallelogram, ” trapesium ” is trapesium, ” persegi ” is square, etc. In science lessons there are also many English terms like ” jaringan ” is net, ” alkali ” is alkaline, ” cairan ” is liquid, ” tekanan ” is stress, ” pembuluh darah ” is blood vessel, etc. Why do the terms math and science use English ? 1. Mathematics and science are international subjects, 2. Many mathematics and scientific scientists from the United States and Britain. Therefore, we must improve the ability to speak English ( academic ), because then we can be fluent in following each subject, especially mathematics and science.

Essay UTS
the use of English in mathematics and sciences is an inevitable matter, why is that? because all international standard schools in Indonesia have used English in both of these subjects.
like the example of Sman 1 Padang, there they have used English in maths and sciences, as well as the mathematics education department at UNP there is an “English for mathemathics” course, I found out from my friend who studied there.
why do mathematics and sciences use English? 1. mathematics and sciences are international subjects, 2. now the era of globalization, AFTA, and industrial revolution 4.0, so that’s why English is used in both of these subjects.
many mathematical and sciences terms in English are added to increase the competitiveness of Indonesian students to compete with students from abroad.
therefore, the use of English in both subjects must be improved, why? because in the next 5/10 years all subjects will use English except Indonesian subjects. so English language skills in each subject must continue to be improved

I choose point 2. ” Adult ELL’s represent a diverse population of learners”. The point means that mostly english learner come from adult, as we know especially in indonesia people who knows english dominate by adult. It does not mean child or old people dont know about english. But in this context, eventhough all of people learning english but the population is adult. English very important for adult education, because when they want to continued her or his study they must have TOEFL. TOEFL test do for english learner as a foreign language. so, to know ability of adult in english and complete requirement to continue the study. In this case, english language learners in indonesia represent by adult especially to continued the study.

I choose point 3. “Adult ELL’s funds of knowledge are a resource for their learning.” The point means was a pupil can learn from experience which already suffered, because students have been through which students will easily understand the learning

UTS ESSAY
students have learned formally in the classroom as well as informally through their personal life experiences. This is the foundation for all learning for studets at any grade level.
After that linking to students personal life experiences is beneficial for a number of reasons. It can help students find meaning in content learning, and linking to an experience can provide clarity and promote retention of the learning. Relating content to students personal lives and experience also serve the purpose of validity students live, culture and experiences.
However families have abundant knowledge that programs can learn and use in their family engagment efforts. Students bring with them funds of knowledge from their homes and communities than can be used for concept and skill development. Classroom practices sometimes underestimate and constrain what children are able to display intelectually. So teacher should focus on helping students find meaning in activities rather than learn rules and facts.

I choose point 4. “Social language has an important role in ELLs’ English language acquisition process”. The point means that The ELP Standards for AE strongly emphasize the academic language needed by ELLs to
engage with and meet state-adopted content standards. However, in addition to academic
language, adult ELLs need to develop social language in order to meet family, social, civic, and
community needs and responsibilities. Additionally, informal social conversations and writing
are part of a continuum that will support students in moving toward participation in academic
discussions and formal presentations (Zwiers, 2008). ELP Standards 2 and 7 provide guidance on
how to help ELLs acquire both academic language and social language.

Essay (Mid Test)
The ELP Standards for AE are intended to address the urgent need for educational equity, access, rigor for adult English language learners (ELLs). The standards are essential to ensuring adult ELLs receive the focused and effective instruction they need to access states’ academic content standards for college and career readiness. To that end, the ELP standards for AE emphasize the academic language needed by adult ELLs to engage with and meet state-adopted content standards. When the language demands inherent in state-adopted academic content standards are better understood, we can deliver more effective instruction to our adult ELLs. The ELP Standards for AE were identified to help ensure that all adult ELLs can obtain the knowledge and skills necessary for employment and self-sufficiency.
The ELP Standards for AE specify the key language functions that ELLs must be able carry out across academic disciplines as well as clear language progressions. The standards report also makes recommendations regarding the types of linguistic supports that ELLs may need.
The ELP Standards for AE are intended for all adult educators who teach adult ELLs. Their use provides opportunities to build greater collaboration between content instructors and English language acquisition instructors. Such collaborations provide opportunities for sharing instructional materials and methods to better prepare ELLs in all adult education classrooms.

ESSAY UTS
Adult ELL’s represent a diverse population of learners. The pont means that mostly english learner come from adult. Especially in indonesia people who knows english dominate by adult. English very important,there are some reason why english so important for adult education. They are, the requirement to continue the study,improve quality of life and english is the official language of 53 countries.
First reason, as the requirement to continue the study or education. Adult learn about english because it is very important to continued their education. As we know in this era if someone wants to continue his education both inside and outside the country, it is important to have toefl who proves that he does have competence in english.
Second, improve quality of life. If almost adult speak english it will increase or improve quality of life. Because not all of people in this country can speak english, then there will be a sense of pride if we can speak english,it is also affect our quality of life.although not one hundred percent, but someones ability and intelligence or knowledge will also improve the quality of life.
The last but not least, english is the official language of 53 countries. So if adult education learn english well, they will get the benefit. Many countries speak with english language,when someones go abroad they dont need to feel afraid and worried because english is used in various countries that will make it easier for us to communicate. Be serious in learning english, especially for adult education because english very important.
In the conclusion,all of us know if english having advantages especially for adul education. Because in eduaction term ells engliash dominated by adult. Lets learn english,dont let language hinder your success and your way.through language we can open up the word and improve living standars. Do not be shy about learning english. All of people can speak english eventhough it is dominated by adults.

Essay UTS
ELL with disabilities has specific intructional needs. The point is that Learning English for children with special needs is the same as children in general, except that we have to see how the ability of children with these needs in the classroom. If their abilities differ from those of their classmates, for example, their abilities are lacking or excessive means that as an English teacher must have their own learning strategies, for example using optimal learning methods to use interesting learning media that can improve children knowledge in English.
The learning process for children with special needs in a classic classroom atmosphere is certainly different. As a teacher, we must know how to teach to understand how the child is in class at that time and how we anticipate how our material is to what extent the child understands English. English is not taught at the secondary school level because formal education starts from junior high school and the curriculum that has been applied is the curriculum that has been taught for students. Suppose the ability of a child is low means that the assessment given must be in accordance with the child’s condition.
Learning methods in students with special needs can use a variety of different methods in each student according to their limitations. If students who have problems with hearing, can use the visual learning method. Whereas students who have vision problems can use the auditory method.
Learning in children with special needs is generally the same as other children except in the method used to adjust to the child’s condition. As educators need to know the methods that are suitable and interesting for students.

ESSAY UTS
I choose point number 4
social language has an important role in ELLs’ English language acquisition process. It means that Social language is habitual that is used as a tool in everyday for nteractions with others. This includes what we say, how we say it, our non-verbal communication (eye contact, facial expressions). And how precise our interactions are in certain situations.
Social language is related to the process of acquiring a thing that can be used as a communication tool between people. Basically, every human being is equipped with tools in mastering a language (LAD)

The ability to understand language is obtained through environmental stimuli that take place with habits that occur in the surrounding life
Once the acquisition of a foreign language can be obtained through the habits that occur before, so that it will help in the process of speaking in English, for example in the parent language we already know an object that has a name this will help us to obtain foreign languages ​​(English) with the same meaning but have different pronunciation methods and languages. Furthermore The pronunciation between mother tongue and English is clearly different, so that the provision of social language owned will help the process of acquiring English which will result in a variety of language understandings.

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